Unit 7 Discussion 1 & 2

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Unit 7 Discussion 1 Unfortunately, there is no one way to cater to all learning disabilities in a course. Since students may have varying diagnoses, there will be different accommodations that are required. Since I am a professor, I must all implement as many different teaching methods forms for my students who have disabilities. There are major differences between accommodations for individuals with metal, learning, or physical disabilities. It is imperative to have the diagnosis in order to provide the correct type o accommodations in the university setting. A quantitative electroencephalogram (EEG) is the procedure to diagnosis patterns and symptoms present in individuals with learning disabilities (Campos et al., 2019). Once this procedure is complete, then the diagnosis falls into one of six potential categories which include “a) Severe difficulty in reading, writing and calculating; (b) Severe speech disorders; (c) Severe behavioral disorders with aggressiveness; (d) suggestive clinical signs of mild mental impairment; (e) hyperkinetic motor behaviors; and (f) severe attention deficit” (Campos et al., 2019). These categories could be influenced by level of severity dependent upon a behavioral disorder influence. Learning disabilities negatively impact college level students by influencing decision-making, time management, and risk management (Elisha et al., 2022). Since the learning disability may cause a wide range of symptoms, this may negatively impact everyday life in and out of the classroom. Therefore, it is important that students learn how to manage their disability in order to succeed and make a passing grade in the course. It is possible for disabled students with learning disabilities to succeed in college with great discipline. If the learners are taught to manage time, access risks, and be patient about decision-making despite the challenges ahead, then the student will have less struggles in the classroom. References Campos, M., Destro-Filho, J.-B., & Ramos, C. D. (2019). Computational processing of electroencephalographic signal as an auxiliary tool in differential diagnosis of co-morbidities in children with learning disabilities. Psychology & Neuroscience , 12 (1), 1–9. https://doi.org/10.1037/pne0000153 Elisha, D., Rosenboim, M., & Krisi, M. (2022). How do specific learning disabilities affect time and risk preferences of college students? Journal of Neuroscience, Psychology, and Economics , 15 (1), 54–68. https://doi.org/10.1037/npe0000144 Unit 7 Discussion 2 It is important for students who have disabilities to be included in the classroom setting. In every course, there are various types of assessments to determine whether the student has learned the necessary material. Yet, there is also an assessment that may not include the disabled student’s best interests in mind. If a disabled student is faced with an objective to complete for class that does not have any accommodations or assistance, then the learner will feel excluded and may not find success in the classroom (Elliot et al., 1996). If the assessment type does not measure what the disabled student has learned, then it is inappropriate to use in the course for that individual.

The disabled learners will require advocates inside and outside of the classroom to ensure the pathway to a degree is obstacle free. Therefore, the student might require a different type of assessment. For example, if the student is unable to participate in a group discussion in-person, then forming a discussion board online would be a better alternative (McKeachie & Svinicki, 2013). There are a variety of assessments which would suit a disability rather than the whole of the class, so a faculty member must be prepared to implement changes in the syllabus for a disabled individual if necessary. The way I instruct my disabled students differs upon the type of disability. Unfortunately, there are professors in the university or community college setting that simply do not have the knowledge of various teaching methods to educate disabled students on new material, or worse, are biased against them (Becker et al., 2002). The faculty must be openminded and implement more styles of teaching. There are students who require accommodations because of their disabilities, and all faculty members of the college need to ensure the accommodations are met by learning to work with the disability services office (Barnard-Brak, et al., 2010). References Becker, M., Martin, L., Wajeeh, E., Ward, J., & Shern, D. (2002). Students with mental illnesses in a university setting: Faculty and student attitudes, beliefs, knowledge, and experiences. Psychiatric Rehabilitation Journal , 25 (4), 359–368. https://doi.org/10.1037/h0095001 Barnard-Brak, L., Lechtenberger, D., & Lan, W. Y. (2010). Accommodation strategies of college students with disabilities . The Qualitative Report , 15 (2), 411–429. 10.46743/2160- 3715/2010.1158 Elliott, J., Thurlow, M., & Ysseldyke, J. (1996). Assessment Guidelines that Maximize the Participation of Students with Disabilities in Large-Scale Assessments: Characteristics and Considerations (NCEO Synthesis Reports). McKeachie, W., & Svinicki, M. (2013). McKeachie's Teaching Tips (14th ed.). Cengage Limited. https://capella.vitalsource.com/books/9781285700281

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