Gregory K. Moffatt, Ph.D.
There is no doubt that
some individual’s brains don’t process information as efficiently as everyone
else. Some of those differences are noticeable, but manageable. For
example, some of you who are reading this article can’t make heads or tails out
of a map. Your brain just doesn’t do something called "spatial
orientation" very well. This is no commentary on intelligence.
It is simply a fact that is easy for some and nearly impossible for others.
Fortunately it doesn't really matter because with GPS, all you
have to do is follow verbal directions and you can get where you need to
go. The “disability” doesn’t seriously interrupt your ability to do the
business of life.
But other challenges can cause great interruption in
functioning. Reading problems like dyslexia inhibit not only a child’s
ability to comprehend written language, but also reduces or eliminates the
pleasure of reading. This is a tremendous hindrance to anyone in the educational
system.
While there is evidence that this was recognized as far back as
the late 1800s, it wasn’t until 1970 that learning disabilities were formally
recognized. And it was a full twenty years later in 1990 that the
educational system began to recognize and manage it as we know it today.
The major areas where these challenges have been identified are
reading (dyslexia is just one type of reading disability), writing, math, and
executive function.
Learning disabilities cannot be “cured.” They are life-long conditions,
but pose the greatest threat to daily function to those in school. And
these children have almost no power to help themselves.
Fortunately, we have a system for identifying learning
disabilities in the school system as well as effective interventions that allow
students to perform at the level of their capabilities. In earlier years,
many of these children had serious grade issues, dropped out of high school, or
failed to complete college. Not because they weren’t capable, but because
their disability effected their joy of learning as well as their performance.
It would be like Michael Jordan being forced to play basketball
with one hand tied behind his back. He might perform OK, but he
definitely wouldn’t demonstrate his full potential. Not because he
couldn’t do it, but because he had a challenge that most players didn’t
have. Untie his hand and he would blossom.
That is the sunny side of the story. The downside is that
the world outside of education rarely takes learning disabilities into
account. After students leave college, their employers will not cater to
their learning disabilities like they have come to know in the educational
system.
For example, students who have extended time for tests and
assignments, who require a quiet place for testing, or who require extra
information beyond the classroom and textbook (e.g. faculty notes or a note
taker with them in class) might perform well in college, but try that with your
job.
“Hey Boss, I need someone to come to meetings with me to take
notes because I have a note-taking disability.”
“Hi Boss, I know the work is due on Friday, but I have a
disability so I can’t get it to you until Tuesday.”
This would never fly. So I drill it into my student’s brains
that while they are in college, they have four years to figure out how to
manage their disabilities. Even though we accommodate disabilities – as
we should and as we are required to do by law – that world ends upon
graduation.
This isn’t an impossible task. Coping skills, learning strategies,
and problem-solving strategies are skills that can be learned.
A parent of one of my college freshman many years ago met with me
upon his matriculation. With him sitting in the room, she told me all the
things he couldn’t do. She had spent her life intervening for him with
teachers and administrators. I have no problem with that, but what she
failed to do was intervene with him!
She didn’t teach him, nor did she pursue anyone who could, ways to
manage his disabilities. I told him the same thing I've said here - he
had four years to learn to do that. This, I said, was the most helpful
thing he could learn while he was in college.