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Advice

Advising Students who have Learning Disabilities (LD) and/or Attention Deficit Disorder (ADHD):  Scheduling Courses

For questions about L+ services, faculty and staff are encouraged to call Lynne Golden, Director at x4522.

Fast Facts about Learning Plus:

The University of Hartford is federally mandated to provide services and accommodations to students who have documented disabilities (ADA and Section 504 of the Rehabilitation Act)

  • 500+ current students have filed documentation at L+ that qualify them to receive accommodations and services at the University of Hartford
  • Specific Learning Disability is the largest category of disabilities at the University of Hartford
  • Attention Deficit Disorder is the second largest category of disabilities at the University of Hartford
  • L+ is available to undergraduate and graduate students
  • L+ is not a comprehensive program

Making Connections: The Initial Contact

Suggested practice: Please use welcoming language to encourage students who have disabilities to self-disclose. (For example: "As I walk around the classroom, please let me know if you have a special concern about developing your schedule for this semester.  Research indicates that a variety of needs including health issues, employment commitments, learning disabilities, attention deficit disorder, athletic/team responsibilities and physical disabilities should be taken into consideration in order to design a 'best-fit schedule.'  We can develop a schedule that meets your specific needs.")

Recommend CRW Mini-courses for students who have disabilities (Hillyer students are not eligible for CRW Mini-courses).  For more information, contact the Center for Reading and Writing at x4312. 


Suggestions for Course Selection:

If:

Then:

The disability is language based

  • Schedule a limited number of reading and writing intensive courses during the 1st semester

The disability requires medication

  • Review time specific features of the medication. Some students who have ADHD require stimulants that in turn necessitate the use of sleeping pills.  Therefore, advise course times which meet late morning or early afternoon v. early AM or late PM. 

The disability involves processing speed

  • Cushion each course with "open" time to complete note taking or to review notes/reading before class.  Scheduling courses back-to-back is not advisable.

Features of the disability impact attention

  • primarily inattention
  • hyperactivity
  • Recommend course meeting times of 50-70 minutes
  • Schedule 2 or 3 courses per day
  • Schedule courses during a limited time frame: either in the morning or in the afternoon v. spread across the entire day
  • Recommend course meeting times of 50-70 minutes
  • Schedule 2 or 3 courses per day
  • Provide expansive breaks between courses
  • Register for courses which meet multiple times per week

The disability involves processing speed

  • Limit the number of reading and writing intensive courses
  • Suggest using a note-taker service and/or textbook on tape.  Contact L+ x4312, A 209. 

Please encourage students to contact Learning Plus, A 209, x4312.