Lin Zhu
Take out a pencil and check the following list:
? Do you study and study but
don’t pass tests?
? Do you read textbook again
and again but don’t get it?
? Do you have a hard time
concentrating?
? Do you do well in math but
not in English or do well in
English but not in math?
? Do you need to see or hear
it to learn it?
If you checked one or more of the above scenarios, you may have a learning disability.
These are some of the indicators students can use to determine if they need to be checked for a learning disability or L.D., according to the Special Services Office at Pierce College.
According to Norm P. Crozer, director of Special Services, 10 percent of Pierce students are undiagnosed learning-disabled, to make it worse, don’t even suspect they have had disabilities.
“They were always told that they were lazy, or they were slow, or they were dumb or they were not trying hard enough,” said Crozer. “But in reality, they were only falling in with learning disabilities.”
The most common learning disabilities include dyslexia – reading and language based L.D., dysgraphia – writing or fine motor skills deficit and dyscalculia – mathematical L.D.
These problems are often made worse by associated disorders such as attention deficit/hyperactivity disorder and anxiety, according to Dr. David Phoenix, learning specialist and educational therapist for Disabled Students Program.
He suggested that teachers pay more attention to students who have no energy, sit there unmotivated, are not paying attention or are hyperactive – they’re moving around, doing things here and there and asking inappropriate questions.
“The most telling behavior is the test,” he said.
Teachers may find it strange that some students who performed superiorly in class discussions get a “D” or “F” in the quiz. They may think that the students didn’t read the textbook. But that’s not the case for dyslexic students.
Dyslexic students read the words but do not know the meaning because they were not taught to paraphrase what they’d read.
“If they can’t paraphrase, they are not comprehending,” Phoenix said.
Dysgraphic students can not write while listening. Taking notes is a challenge for them. The minute they start writing notes, they are not listening.
“They don’t know how to do both things,” said Phoenix. “Learning disabled students find it very difficult to balance.”
He suggested that students tape record of the lectures. It will make them relax and allow them go ahead catching the class without being distracted.
Another notable signal is anxiety – the basis of many learning disabilities, he said. When people are anxious, they lose control of their mind and temper and this could lead to major problems. Prescription drugs may be needed to lower anxiety.
He emphasized that a person with learning disabilities is not mentally disabled.
“A learning disability ONLY is in terms of people with average or above average intelligence,” he said. “We’re not talking about students with below average IQ.”
With students who are learning-disabled, there’s only “a discrepancy between their intelligence which is high and their achievement which is low.”
A complete process for testing and diagnosing learning disabilities is provided by Special Services Office. Students can just walk in and ask for a test. There will be a screening test first and two comprehensive performance tests followed. Students will be kept informed of the situation from the very beginning. All testing and results will be kept confidential and will not go on any permanent record, the office promised.
`”Be honest and get help,” said Phoenix. “Help is here.”
The Special Services Office is located in the Administration building in Room 1024. For more information, please call (818) 719 6430. Hours are 7:30 a.m. to 4:30 p.m., Monday through Thursday; 7:30 a.m. to 4:00 p.m., Friday.