How to Succeed with a Learning Disability

How to Succeed When You Have a Learning Disability
How to Succeed with a Learning Disability shouldn’t be difficult… I recognized in around fifth grade that if I wanted to succeed, I needed to work twice as hard as everyone else, even if it meant not doing any better than them, and for a long time, I wasn’t doing any better than everyone else… But as my courses became more difficult and my study techniques improved, I gradually started to stand out.
I had a 4.0 GPA in my first semester of college and was ahead of the curve on examinations in numerous subjects. I am presently a senior with a cumulative GPA of 3.8. My impairment has taught me that I can not only accomplish all that everyone else does but that with hard effort, I can probably do it better.

My impairment assisted me in determining how to study, what to study, where to study, and when to study. I have almost a hundred distinct study methods. My methods may not be suitable for everyone, but they have served me well. Some of the study strategies I use are as follows:

• Making notecards

• Recording myself going through notes and discussing topics

• Outlining the step-by-step procedures for arithmetic problems

• Working on the same math problem over and over again to find the best way to tackle that sort of issue

• Note rewriting and color labeling

• Creating posters

• Make a cheat sheet and attempt to duplicate it without my notes.

• Composing songs based on course content

These are just a handful of my methods. You should try several things to determine what works best for you. Make it into a game. Make it enjoyable. It’s a lot simpler to achieve when you know what works best and are having fun while doing it.

Accommodations for Disabled College Students

As I said before, numerous institutions assist people with impairments. Make use of those resources! During my freshman and sophomore years in college, I was obstinate. I had a doctor’s letter to acquire accommodations, but I was persuaded not to utilize the resources available to me because I wanted to demonstrate how hard I could work.

Working hard is a wonderful thing. Smart work is preferable. I found that visiting a tutor, taking exams in a private room without interruptions, and obtaining additional time to complete tests, among other beneficial accommodations, didn’t lessen how hard I was working; they only freed up some time and mental capacity for other fun activities.

Instead of spending three hours working on arithmetic problems, I’d spend an hour with a tutor. I would never have been able to work and study at the same time back then. Now I work 25 hours per week and earn the same, if not better, grades.

I learned a few things along the way. Consult with your teachers. They, too, are folks who may be quite understanding. The first professor I ever told about my handicap had a husband who had gone through the same thing, so they completely understood and permitted me to reschedule a test. When you demonstrate that you are a hardworking and diligent student, the majority of professors will assist you when you are suffering.

I also propose that you record lectures on your phone. Even with ADHD medicine, I still zone out, and my mind races. Despite everything, there are days when I simply can’t concentrate. I get uneasy jitters and days when I forget to take my medicine. Being able to listen to what I missed afterward is useful in all of the circumstances described above. This is my favorite success tip.

Please never underestimate your capacity to achieve, regardless of the sort of impairment you are dealing with, whether it is a learning disability or another form.

Getting Over Learning Disabilities

The desire to conquer something new every day demonstrates your strength. Use your power and the resources available to you to achieve success. If there are no resources available to you, be the one to stand out and take action for yourself and others experiencing similar challenges.

Recently, I faced a professor who refused me help, arguing that I was taking the easy way out and that there are standards students must meet, and that I must meet those goals, handicapped or not. I went out to this professor and told them my experience so they could see they were incorrect. I also informed this professor that whether I received assistance or not, I would be OK since I knew how to work twice as hard as everyone else.

Finally, I contacted my doctor and my school’s facilities to get the adjustments I need legally installed so that this lecturer had no say in my experience. When you come into touch with folks like these, don’t back down. You are not being given preferential treatment or taking the easy way out. Fight for the resources you need to succeed. Make the ideal conditions for yourself by working twice as hard, understanding how you learn, reaching out, and believing in your power. With a handicap, this is how you excel in college – and life.

Study Techniques for Students Who Have Learning Disabilities

Mention this lesson.

Students with learning difficulties benefit greatly from study techniques. The more we can assist kids in developing abilities in note-taking, organization, test-taking, and remembering, the better. We will look at study skills practices that you may teach your kids with learning difficulties in this session.

Competent and self-assured

Students with learning difficulties do not fail because they lack intelligence; rather, they do badly academically due to a lack of study skills. When we provide children with the tools they need to succeed, their attitudes about school shift because they feel competent, and these sentiments often lead to improved academic achievement. Students with impairments may achieve success if they are assisted in acquiring and developing study skills. Let’s have a look at the abilities that will make a difference.

Taking Notes

When it comes to taking notes, kids with learning difficulties have several challenges that must be addressed.

• Students with learning difficulties struggle to understand what is essential during class teaching.

• Students with learning difficulties struggle to write quickly enough to keep up with the speed of the lesson.

• The notes they take are often illegible and so worthless.

We must recall why we want kids to take notes. We know that it helps students grasp the content better, and having notes will be a fantastic study aid. So let’s speak about how to make it happen for students efficiently and easily.

Taking Strategic Notes

Students are given a form to fill out before, during, and after the lecture while utilizing the strategic note-taking approach. Students begin by writing the subject and any points they can recall. They then take notes on key lecture topics. This is accomplished by listening for signals like ‘this is essential’ or numerical cues like ‘the third reason…’ Marking new vocabulary will help the learner remember to seek up unfamiliar terms. Making links between the essential topics will assist the learner in understanding how everything is related. Finally, the student makes conclusions, summarizing and clarifying the five most significant elements.

You may teach students this approach by demonstrating it to them and then having them work in small groups to practice it. This method of note-taking may be useful and successful if they learn and are adept.

Taking Notes with Directions

Guided note-taking is also a cued note-taking method, but it varies from the strategic approach in that the cues are topic-specific; the instructor prepares the cues ahead of time so students have more direction while they take notes. The guided method presents primary teaching points in outline form, and the learner is given the number of sub-points that must be filled in. This approach is exceptionally useful to children with learning difficulties, particularly when used in conjunction with a ten-minute review after the course.

Organization for Teaching

Many children with learning difficulties struggle to keep their resources organized. You may assist by demonstrating strong organizing skills and incorporating them into your everyday teaching practice.

• Have students tidy and arrange their desks after each day.

• Demonstrate to your students how to set up and arrange their notebooks and binders so that everything is properly labeled and in the correct spot.

• Ensure that all handouts are already three-hole-punched so that they may be readily put in binders.

Helping pupils succeed via organization has advantages, but only if it is constantly taught and applied. Students must feel successful if they know where their homework is, always have a pencil or pen, or can put their hands on the page you are asking them to locate.

• Seek assistance when you need it.

Success requires the help of others. Don’t give up; locate a learning coach or a tutor to assist you in selecting courses, setting a study regimen, and preparing. Consider joining or establishing a study group to help you learn more and remain on pace. Message from the Sponsor

• Plan out how you’ll spend your time. With increased free time and extracurricular activities in college, it is easy to get behind in homework. Find an easy-to-use time management tool, such as a daily planner or a PDA, and set aside 15 minutes each day to plan out your day. Be realistic about how long your duties will take, and remember to plan for breaks and enough sleep.
• Plan ahead of time, particularly for final assignments and examinations that account for a large portion of your grade. Using the curriculum provided by the lecturer the first week of class, divide assignments into smaller, more doable portions. For example, if you know it would take you several hours to read a chapter of a difficult biology textbook, divide it into portions, and plan to study one section every day.
• Understand how you learn. It may seem apparent, but determining how you learn best will help you grasp, integrate, and remember information far more successfully. Determine if you are a visual, aural, or hands-on learner, and then study in a method that complements your learning style’s strengths.
• Be a hands-on learner. Stop reading for class and ask yourself: “What does this make me think of? What is the central point?” You strengthen your memory and comprehension by linking new information with the ones you already know. Choose courses that interest you to make learning more relevant and enjoyable.
• Establish efficient study practices. Find a distraction-free study location, such as the library stacks or alone in your dorm room. Your study location does not have to be silent; some individuals find that listening to music helps them block out distractions.
• Arrange your study area. Clutter on your desk makes it difficult to work. Make a task list of everything that needs to be done and keep it in your workspace. Create study routines to ensure that your study habits promote learning.
• Begin early. Students delay for a variety of reasons, including a fear of failure or a sense of overload. If you’re having trouble getting started, don’t be hesitant to speak with your lecturer or a tutor. They can assist you in developing a realistic plan for starting and finishing your assignment. Identify issues that keep getting in your way. If you’re feeling frustrated, attempt to find out why and how you can remedy the situation. You might ask yourself the following questions: “Is it possible that my ADHD/LD causes me to work harder than other students? Do I need a study partner? Because this course is so challenging for me, should I work on it in smaller chunks?”
• inquire about resources that might assist you in your learning. Text and assignments are often recorded if you ask ahead of time. It’s also a good idea to discuss your unique difficulties with your lecturer. If multiple-choice questions are difficult for you to grasp, you might request that short-answer questions be used instead.
• Plan your study time – budget your energies When working with low energy, it’s critical to schedule time for studying ahead of time and organize the rest of your ‘extra’ activities for the day around it to avoid running out of spoons/battery/HP/[insert chronic disease analogy system you use here]. Plan your day so that you have enough energy to study for a couple of hours. They don’t have to be all at once—take as many breaks as you need! Just make sure you have the energy to study throughout the breaks.
• Tuition, friends, and internet resources You’ll most likely miss a lot of class if you’re unwell. Even if you can attend class, you may struggle to learn owing to pain, weariness, or other unpleasant symptoms. If this is an issue for you, a tutor, if you can afford one, may be able to help you stay up in a more comfortable atmosphere than a classroom. Meeting a tutor for an hour or two in your home or a public area is much less taxing than going to school all day. If you’re too unwell to attend school but still want to do something fun, private tutoring might help you catch up on the work you missed in class. If you can’t afford a tutor or if tutoring isn’t for you, studying with a buddy is another option. After all, they’re in the same courses as you and know precisely what to study. (And don’t feel awful about having to seek them for assistance often! You are assisting them. Teaching is the greatest way to learn!) And, of course, don’t be hesitant to explore for helpful information online. Everyone has a distinct learning style—some like videos, some prefer written explanations, and still, others prefer flash cards or practice quizzes. Some individuals learn better by taking notes, while others learn better by listening to lectures. For all of these things, there is a wealth of free software and resources available online! Feel free to explore and browse around until you discover what works. It will save you time and energy, as well as tension.
• Convert your bed into a study place. Okay, I know every study Tumblr blog’ encourages you to have a lovely deck with a small lamp and a swivel chair and rainbow highlighters and all that nonsense. You don’t have to, however. You do not. You probably shouldn’t! Sitting at a desk may be comfortable or painful, depending on your physical characteristics. If it’s excruciating, DON’T DO IT (I can’t believe I had to say this, but I needed to hear it for myself, so I will). Place yourself on a sofa, a bean bag, the floor, or your bed! Make sure you’ve got some back support! Get a heating pad, and ice packs, and have your medications and beverages close by. Make yourself at home! You will study more effectively and be less prone to succumb to a flare or burnout.
• Never, ever pull an all-nighter. Ever. Simply do not do it. You should know better. Students with abilities understand this. I know it’s tempting, and I know it seems like you should or have to, but it’s much better to skip schoolwork or be unprepared for an exam than to pull an all-nighter and get ill during the day. You’re going to destroy your whole week. Missing out on the tasks will only spoil one day. Use your logic and be kind to yourself. Get some rest.
• Maintain a close friend circle. You need assistance. It is not a diversion; it is self-care. People are concerned about you and want to know how you are. Inform them. And then discuss some more. Isolation will make everything seem dark and awful. Talk to others for more than simply venting (even though you can do that too). Remember that you are a person with relationships, not simply someone who is always rushing to get to work.
• Do not be afraid to approach instructors. Request extensions. Request make-up. Attend office hours and additional assistance sessions. Pose inquiries. ***If your position is safe,*** describe your medical requirements as thoroughly as possible. Demand and maintain in-class accommodations as necessary. Know that simply by coming up, you work more than any of the gifted kids. You should be proud of yourself. You did it. Get what you need!
• C’s get degrees Your GPA does not take precedence over your health. Whatever your parents, teacher, guidance counselor, step-ex-dog cousin’s uncle’s wife’s rabbi’s groomer, or anybody else says, I don’t care. People fail all the time and yet live. You’ll be OK. (While we’re at it, intelligence is an albeit social construct; please quit self-deprecatingly labeling oneself “dumb.”)
• When necessary, stay at home. Attendance rules are, without a doubt, discriminatory nonsense. However, it is still difficult to resist all of the pressures that schools throw on it. We are rewarded for high attendance and booted out for poor attendance. It’s nerve-racking. But, if you can, remaining at home and studying is preferable to going to class and being ill. Even if you are unable to study, it is OK to just relax when necessary. You’re ill if you’re sick. Some things are completely beyond your control. Don’t beat yourself up over it; just take care of yourself and get through it.
• Eat, drink, and take your medications. REST. Make contact with a buddy. Every single day. Listen, you know I’d be lying if I claimed that list wasn’t ambitious for one day. I don’t always get them all in. Most of them need a lot of assistance from me, mostly because I can’t chew or chop my food, but also due to dissociative identity disorder and other related psychological dysfunctions. Self-care is a pain. However, prioritizing your urgent bodily demands before anything else will make everything so much better. If you don’t, your emotional well-being will suffer, particularly if you’re overburdened with schooling and dealing with structural hurdles to your health.
• Concentrate on the future: Cramming and overworking oneself might make you feel as if you’ll never make it out alive. It’s sometimes all you can do, but whether you’re feeling hopeless, burned out, or just fatigued, the most essential thing to remember is that this isn’t your life. You are still alive outside of school. You’ll be able to rest once the semester is over, summer arrives, or you eventually graduate. Everything will be OK. You’ll make it through. Find something to look forward to, and do a little bit pleasant for yourself every day until that item arrives. It will help you stay motivated and concentrated for the time being, and your mental health will benefit greatly.
• Ensure that your paperwork confirming your handicap is no more than three years old. Check with your adviser before graduating from high school. High schools often offer new psycho-educational assessment tips for kids going to college, saving you testing money and delays.
• Register at the disability office to meet the staff and give them your documents and the accommodations you need. Most college campuses have staff members committed to assisting students with learning difficulties in obtaining the resources and services they need. Register with the Disability Services office at your preferred institution as soon as you get your admission letter. Do not put off registering with your college’s disability office. This is an opportunity to get acquainted with the spectrum of services provided by your school’s disability services office, as well as how to obtain the accommodations you may need. Do not be ashamed to seek assistance or contact the office of disability to assist you in arranging your accommodations. Their role is to help you, and it is critical to your success in special education.
• Register for a customized orientation for kids who are learning disabled. Most colleges have LD orientation. There are important things to learn, and they provide numerous resources that not all kids have access to. It’s extremely crucial to learn about the library’s resources.
• Peer-to-peer mentorship and tutoring are critical to your success. Working with a Learning style Specialist mentor in a peer-to-peer study approach can help you develop your abilities and become more prepared and autonomous.
• Make sure you understand the whole course curriculum and attempt to obtain all of the content ahead of time. Often, you may need digital format books from Bookshare or your local library, which may take some time to get. Find out who your lecturers are and make contact with them ahead of time. Inform them ahead of time that you will want a disability education syllabus. Inform them that you have learning disabilities and need digital textbooks that can be read on a tablet or computer reader. They will be amazed by your foresight!
• Become acquainted with Assistive Technology. Using assistive technology at college boosts productivity. Students may comprehend a huge amount of content utilizing aural format by using assistive technologies such as screen readers or audiobooks.
• Begin utilizing time management organizers to better manage your time – courses, homework, meals, and health! Here are some suggestions for increasing productivity. Use your productivity tools for all of your class assignments, class schedule, and study group time.
• Visit the library before and after lessons. You might easily get distracted or sidetracked at your dorm. There are fewer distractions in the library, so you can stay more concentrated and have resources at your fingertips.
• Prepare yourself. College success starts with preparation. Take high school courses that will prepare you for college-level work. Investigate universities attentively and choose one that assists individuals with learning problems. Many college best-of lists and publications rate programs for students who have learning challenges.
• Understand your legal rights. Section 504 of the Rehabilitation Act and the American with Difficulties Act Amendments Act (ADAAC) make “reasonable accommodations” available to college students with learning disabilities. While there are no Individualized Education Programs (IEPs) in postsecondary education, institutions do provide specific support for students who struggle with learning.
• Register your impairment with a government agency. Students may decide whether or not to report a learning problem to a college. Many advocates, however, recommend that people disclose their disability straight away, even if they haven’t chosen whether or not to need accommodations. This allows pupils to promptly access services if they are required. Individuals with disabilities must present documentation to the school.
• Become acquainted with particular services. Colleges often provide accommodations for students with learning difficulties via a disability support services office. Individuals may be eligible for specialized counseling services, tutoring, and classroom supports to help them overcome learning difficulties.
• Be aware of your impairment. Students with learning difficulties must be aware of their respective strengths and shortcomings. This self-awareness may assist people in identifying activities that will want extra attention, whether it be organization, study habits, or another ability. People who understand their limitations are also better equipped to advocate for themselves.
• Select the relevant courses. Students with learning difficulties should choose courses that take into account their academic obstacles. For example, students who struggle with numerical computations might fulfill a general education need by taking the most basic math class. American Sign Language (ASL) might be used instead of a foreign language in school. Students may choose relevant courses in collaboration with an adviser.
• Employ assistive technology. Individuals may overcome academic problems with the help of assistive technology. Tape recorders, talking calculators, screen readers, Personal Digital Assistants (PDAs), and other learning aids may be available to college students. A disability support services office should provide information about assistive technology.
• Make use of your favorite learning approaches. Most individuals have favored learning methods. Some kids, for example, are aural learners, whilst others recall knowledge better via visual input. When a tactile activity is added to learning, certain people absorb information more effectively. Students should do all they can to take advantage of their unique learning styles.
• Make contact with college personnel. Many students who choose to report learning difficulties to a college make a point of discussing academic issues with professors, teaching assistants, librarians, and other personnel. Making these folks aware of disability may help faculty members give the best degree of student assistance possible.
• Obtain more assistance. Students with learning difficulties may need more assistance than teachers or other college personnel can provide. These pupils can benefit from joining a study group or hiring a tutor. Free tutoring and note-taking services may be provided depending on a school’s resources. Students may seek information about available assistance from the disability support services office.
• AWARENESS OF SELF According to Goldberg’s research, effective participants were aware of their academic and non-academic talents and limitations. They were also able to compartmentalize their learning handicap, seeing it as just one facet of their personality.

According to one successful participant:

“…there are things I am excellent at and others I am not so good at.” Reading and writing are two of my weaknesses. But when it comes to putting things together and understanding how things go together, I’m pretty excellent at reading plans.”

At Churchill, we organize an annual demystification conference in which students create resources — whether pictures, a film, a song, or anything else — to explain their learning impairment, strengths, and shortcomings to their peers and parents.

•  ACTIVENESS

Goldberg discovered that the most successful participants were “actively involved, not merely in the world around them, but also in shaping their own futures” in her research.

According to one of the study’s successful participants:

“I went through college by looking at the courses I wanted to take and going over to the professor’s office and simply telling them my story and this is what I need.” I’ll need some additional time.”

At Churchill, we place a strong emphasis on self-advocacy. Students recognize what they need to succeed and get the courage to request those resources.

• PERSISTENCE

The study’s successful group demonstrated persistence flexibility, and understanding when it was time — not to give up — but to attempt another way to increase their chances of success.

As one person observed:

“Once I fail, I can’t simply dwell on it and let it limit me for the rest of my life.” “I’ll find something else to do.”

Here at Churchill, we regularly repeat Winston Churchill’s words: “Never, never, never give up.” We encourage kids to endure in the face of adversity while also learning from what works and what doesn’t.

• SETTING GOALS

Goldberg discovered in her research that although both successful and unsuccessful people spoke about goal setting, the two groups pursued their objectives in quite different ways. The successful participants had defined and adaptable goals, as well as techniques for achieving them.

One happy participant shared the following:

“I’m quite practical about what I know I can accomplish, what I may be able to achieve, and what I can’t do.”

Churchill students are focused on precise, attainable goals, from working through Wilson Reading System® books to establishing distance running goals in gym class.

• THE EXISTENCE AND APPLICATION OF EFFECTIVE SOCIAL SUPPORT SYSTEMS

The Goldberg research also discovered that successful participants had a large number of “champions” in their life, such as friends, teachers, therapists, and family members who functioned as mentors.

One participant phrased it like way:

“Whenever I have to write anything… it’s been like this from day one… I take it to someone like my girlfriend or my mother, and they can always clean it up and make it seem a lot nicer.”

“Identifying allies” is central to our ideology at Churchill. We assist children in identifying the main support figures — whether teachers, parents, relatives, or friends — who assist them in overcoming problems both inside and outside of the classroom.

• EMOTIONAL MANAGEMENT STRATEGIES

Unsurprisingly, all research participants said that having a cognitive handicap as a child “caused tremendous stress in their life.” The most successful people learned to detect the events that cause stress and then devised coping methods for such circumstances.

One successful study participant described his support figures as follows:

“…Well, they’re company. They’re someone with whom I can vent my frustrations. For example, if I ever feel nervous about anything, you may utilize them as a sounding board.”

At Churchill, allies are an important coping mechanism not just for our children, but also for parents, who find solace in knowing that other parents understand their difficulties.