ERIC Number: ED232530
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Campus Response to Learning Disabled. Academic Adjustments and Role of Faculty.
Schmidt, Marlin R.
The role of the faculty in helping the learning disabled student succeed on campus is discussed. It is suggested that faculty members who reject the learning disabled are at one end of the spectrum, while the faculty members who treat the disability as incidental while providing assistance are at the other end. The rejecting faculty member may perceive the learning disabled student to be lazy, unmotivated, and not intelligent enough to be in college. Such characteristics as the students' limitations in reading and writing and need for repetition to understand assignments may influence faculty members to label these students as unfit for higher education. Other types of faculty attitudes/reactions are as follows: mothering, inexperience in making the correct classroom adjustments, and realism and flexibility in class expectations and accommodations. Two effective faculty interventions currently in use are modeling and contacts with information. In modeling, resource people help faculty to make classroom accommodations, while contacts with information help to raise the consciousness of faculty about the needs of the learning disabled student. Classroom interventions include administering tests orally to students with low reading/writing skills, and modifying class assignments. (SW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented to the Annual Meeting of the American Personnel and Guidance Association (1983).