Appendix 2: Strategies for LD Students in Writing Classrooms

If you think you might have a learning disability, or you have been assessed already, do not hesitate to tell your teacher. Try to do this before or just when the semester begins so that the teacher can make any accommodations necessary
Keep ONE calendar in which to record your assignments and due dates
Set realistic goals for yourself
Set a weekly timetable for yourself, and include the time you need to grocery shop, eat, do laundry, etc. Give yourself more time than you think you need to complete your assignments
Attend all classes
Have one or two people read through your final draft
Use a 3-ring binder with loose-leaf notebook paper and colored notebook dividers in order to separate the different assignments you are working on in the class. Use a separate binder for each class
Create a checksheet for each assignment you do. Include on this checksheet all of the requirements for the assignment, and then go through each category when you have finished the assignment (see Attachment 13)
Try both recording the class and taking notes
Take some time after your class to review what was covered and the assignments given
Make note of any questions you have about the material in the margins of your notes
Pick a place in the classroom where you can see the board clearly, hear the instructor, and where you are not likely to be distracted
If you don’t understand the purpose/objective of an assignment, talk to the instructor before trying to start it
If you are having trouble keeping up even after using the above compensatory strategies, perhaps re-assess your academic load