Overview

Introduction

Guide Focus

What are Learning Disabilities?

Role of Formal Assessment

LD Students in Your Composition Classroom

LD Students in a Writing Center Tutorial

Teacher Resources

An Introduction to Resources for Disabled Students

Annotated Bibliography

Relevant Web Sites


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Authors & Contributors

Appendix 6: Approaching a Student/Tutee about Potential LD

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LD

I noted that it is inadvisable to inform a person that he/she might have a learning disability. So how can we approach a writing student to do an "informal" assessment, or to let them know about the testing and resources available to them here at CSU? Authors from several sources offer these kinds of guidelines:

  1. Avoid the word "disability." It can be effective to talk to the student about different learning styles, and ask her what kinds of situations learning or writing make learning or writing difficult, and also when she feels most capable.
  2. It helps to be casual, conversational, and kind. You do not want to make this a "big deal," even if you think that this student's awareness of her potential learning difference could greatly change her ability to have success in college. The following are "lead-ins" provided by several of your colleagues:

Other suggestions:

  1. Meet in a private and confidential setting.
  2. Avoid jargon.
  3. Listen attentively and avoid talking too much.
  4. Keep note-taking down to a minimum; you don't want the student to feel like a case study subject.
  5. Follow the verbal and non-verbal cues the student gives you in order to determine whether you should continue with this approach.
  6. Avoid making any judgmental, or for that matter "remedial" comments.
  7. Be tactful, but honest.
  8. Ask open-ended questions.
  9. Remain relaxed and avoid defensiveness and sarcasm.