interacting with a person with a learning disability.

Realize that this is rarely visible evidence of learning disabilities.

Listen carefully and work with the person to provide information in a way that will best suit their needs.

Use multiple methods to deliver information. Minimize environment distractions (screen

savers, background noises, etc.). Keep in mind that an unconventional response

may be influenced by a processing difficulty which affects social interaction.

If you are not sure what to do, ask, “Can I help?”

What we can do for you at the Disability Unit

Students who are believed to have a LD that has not been previously or reliably identified should be referred to Disability Unit where we will do the necessary assessments to ensure that the student is supported as soon as the disability is identified.

While a LD cannot be “cured”, it can be circumvented through instructional intervention and compensatory strategies. In general, a variety of instructional modes enhance learning for LD students, as for others, by allowing them to master material that may be inaccessible in one particular form.

We offer the following assistive technologies for students with various learning disability:

Dyslexia • Dragon natural speaking

• A computer• WordQ + SpeakQ • Read & Write

gold, • Eye-pal range • Claro access suit• Kurzweil 1000 or

3000

• e-learning platforms

• Mind meister mind maping software

• CoWrite 6/7 software

• Let me type software

• Google desktop• RSA animation• BrowseAloud

software

Learning disability

ALSO LOOK OUT FOR OUR OTHER TIP SHEETS ON TOPICS SUCH AS:

• Student’s Concession Guides• Disability Unit information leaflet• Neurodevelopmental Disorders (ADHD)• Visual Impairment• Physical Disabilities

KEEP IN TOUCH

We pride ourselves at being accessible to our students and other university stakeholders in pursuit of holistic support for our students. To this, we have multiple platforms to be reached on.

Visit us on your campus

APK - PsyCaD-CRing 1APB - PsyCaD-Impala CourtDFC - PsyCaD-House no. 2 (next to the student centre)SWC - PsyCaD-Adelaide Tambo

Or

Call us011 559 3745 (APK)011 559 5752 (SWC)011 559 6042 (DFC)011 559 1318 (APB)

Or

Send us an email: disabilityunit@uj.ac.zaVisit our Facebook page:https://www.facebook.com/DisabilityPsyCaDFind us on Blackboard

UJ GRAPHIC DESIGN STUDIO

DISABILITY SERVICES TIP SHEET

Learning Disability

• S – Specific/Simple – your goals should be specific, meaning know exactly what is it that you are trying to do and, simple, meaning that your goals should be simple and clearly defined as this will help you plan how you are going to do it.

• M – Measurable – your goals for your studies or studying should be broken down into smaller measurable goals leading up to the bigger goal. For example, if you are planning to studying for an exam – divide up the chapters/sections into smaller measurable activities than trying to study all of the chapters in one go.

• A – Attainable – set achievable goals, meaning they should be well-defined and matched to your others strengths in a planned step by step manner. Understand what each step to achieving the bigger goal needs and how that is going to be accomplished.

• R – Results focused/Realistic – your goals should measure outcomes, not activities. Meaning you should set realistic goals that have a specific outcome. Rather than aiming for something impossible, plan reasonably and align your goals with other goals in necessary.

• T – Time bound – your goals should be linked and guided by a timeframe that allows you enough time to maximize on your strengths and optimal functioning without wasting too much time. For each goal or sub-goal, you should have a specific time you plan to achieve it by.

THINGS TO KEEP IN MIND IF YOU HAVE A FRIEND, FAMILY OR FELLOW STUDENT WHO HAS A LEARNING DISABILITY:

Understand that learning disabilities may impact a person’s reading, writing, math, memory, and/or information processing is key.

Being patient, respectful and willing to find alternative ways are your best tools when

you may notice difficulties in the above mentioned areas.

Tips you can follow whether you have a learning disability or you not but might have a friend, family or fellow student who is.

TIPS FOR PEOPLE WITH A LEARNING DISABILITY.

Get organized - Organize all of your materials, books, notebooks, etc.

Plan and budget time - Make a plan that includes budgeting the amount of time needed for different subjects, break times, and due dates for assignments.

Colour code - Use a color-coding system to organize materials for each subject.

Record assignments - Use an assignment notebook to record all homework and long-term projects.

Be methodical - Organize all your books, notes, handouts, flashcards, study-guides, outlines, etc. before studying for a test or quiz.

Think small - Remember to break-up long-term assignments into small, manageable, working chunks in your daily homework schedule.

Know your best time of day - Choose to study during the time of day or night when you are most alert.

Take breaks - Take scheduled breaks during long homework assignments.

Double-check your work - Make sure to check your assignments for errors before turning them in to your teacher.

Take advantage of resources - Ask teachers, parents, classmates and tutors for extra help and clarification

Work S.M.A.R.T: This means prioritizing and planning your work according to what needs to be done, what’s important and how it need to be. Furthermore, make sure that you take it one task at a time. Avoid multi-tasking.

A Learning Disability (LD) is not a disease or illness, and is not acquired in adulthood or as a result of injury or disease.

A LD can be understood as neurological differences in brain structure and function that affect the brain’s ability to store, process, or communicate information. Their aetiology is unclear; however genetics plays a part. LD occurs across the life span of an individual. They are not due to any sensory impairment, mental retardation, psychiatric disabilities, cultural and instructional deprivation, or cultural differences (exclusion clause)

A LD will be evident from childhood, and in many cases, the cause of the learning disability may not be clear. In other cases, genetics, chromosomal abnormalities or environmental factors may be cited as the cause. The World Health Organization (WHO) has defined LDs as:

“A state of arrested or incomplete development of mind.”

It is also thought that a person should display three fundamental criteria before being diagnosed as having a LD. These are identified by three approaches, namely:

• Assessing any intellectual impairment (IQ)• Assessing social dysfunction combined with

IQ• Identifying of early onset according to criteria

(Debenham, L.2010)

A LD can further be defined as a diverse group of conditions that causes significant difficulties in perception, which could be auditory, visual and/or spatial. Of presumed neurological origin, it covers disorders that impair such functions as reading (dyslexia), writing (dysgraphia) and mathematical calculations (dyscalculia). They vary widely within each category in the patterns they exhibit.

You most likely will not know if a person has a learning disability, unless you are told. However,