Learning difficulties

Many students experience difficulties with various aspects of learning which can make university studies appear
daunting. When compared to studies at school there is an increase the amount of reading and writing required for
most courses of study at a University level. Lengthy timed examinations are not easy for anyone but are
particularly difficult for the student with problems in reading, writing, spelling or grammar.

Some of the common problems which students with learning difficulties experience are:

• Slow reading rate;
• Difficulty comprehending material that they read, often requiring constant re-reading of passages;
• Problems writing good notes during lectures because of writing and spelling problems;
• Handwriting may be illegible;
• Difficulty expressing their knowledge during exams because of time constraints or the inability to find the
  right words;
• An inability to remember and apply rules with regard to spelling and grammar;
• Cannot proof read their work and detect mistakes;
• Cannot seem to remember much information after reading or attending a lecture.
  

Others may have no problems with reading and understanding written texts but may have problems:

• Expressing themselves verbally, undertaking group work and giving class presentations seem an
  insurmountable problem;
• Responding verbally to a question asked, perhaps during a tutorial discussion, because they can't find the
  right words or can't think quickly enough;
• Maths and statistical concepts.
  

There can also be students who have a different set of problems relating to:

• Planning essay tasks and organizing the information they need to use for the task;
• Organizing essay material into a coherent whole following a logical sequence;
• Doing practical tasks which require hand-eye co-ordination.
  

Having to work around these problems is sometimes very frustrating and may cause an increase in anxiety and
feelings of inadequacy. Sometimes students have been made to feel "stupid" during school years resulting in a
reluctance to take part in class discussions or presentations and a lack of self-confidence. However, learning
difficulties do not mean that a person is lacking in intellectual ability and the person can, in fact, be very talented
in areas other than reading and writing. Everyone has different strengths and weaknesses.

Students with learning difficulties may not be able to demonstrate their true knowledge and competence without
supports such as the use of specialized computer software or extra time in exams. There are a number of learning
strategies which also can help students work around their problem areas.

If a student appears to be having problems with study in the areas listed above or in areas you can not identify
then you may need to refer them to the Learning Disabilitv Assessment Service at Deakin for an assessment.

What does Learning Disability Assesment involve?

• an initial structured interview,
• administration of psychometric tests
• an extensive report being written detailing the findings
• strategies recommended to minimise the impact of the learning difficulties
• recommendations made for suitable accommodations
• a feedback session to explain the findings and answer queries.

Who do I contact for further information about my learning problems or about arranging an assessment?

Jennifer Finemore, Psychologist,
Learning Disability Assessment Service,
Division of Student life, Deakin University.
jennifer.finemore@deakin.edu.au
Telephone: 03 9244 6300

   Taking it further

Websites

• The UK Association on Higher Education and Disability (AHEAD)
  http://www.ahead.org
• British Dyslexia Association
  http://www.bda-dyslexia.org.uk
• Opening All Options - site hosted by the University of Tasmania
  http://student.admin.utas.edu.au/services/options
• Deakin University Disability Resource Centre
  http://www.deakin.edu.au/studentlife/disability
• Adaptive Technology: Text Help (Read and Write) - Text Help Systems Ltd in the UK
  http://www.texthelp.com
  

Books

• Morgan, E. and Klein, C. (2000) The Dyslexic Adult. London: Whurr Publishers.
• Bender, W.N. (2004) Learning Disabilities - characteristics, identification and teaching stragegies. USA:
  Pearson Education Inc.
• Brinckerhoff, l.c., McGuire, J.M. and Shaw, S.F. (2002) Postsecondary Education and Transition for
  Students with Learning Disabilities. Austin Texas: PRO-ED Inc.

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