Instructors who use a variety of instructional modes will enhance learning for students with learning disabilities. A multi-sensory approach to teaching will increase the ability of students with different functioning learning channels--auditory, visual and/or kinesthetic--to benefit from instruction.

Suggestions for working with different types of learning disabilities include:

Auditory Difficulties - Some students may experience difficulty integrating information presented orally and may not be able to follow the logic and organization of a lecture.  Faculty can help by doing the following:

1. Providing students with a course syllabus at the beginning of the semester
2. Permitting a student to tape record the class so they are able to listen to the class discussion more than once
3. Outlining class presentations and legibly writing new terms and key points on the chalkboard or overhead transparencies
4. Providing students with a written copy of major points, models, outlines, etc.
5. Paraphrasing abstract concepts in specific terms, illustrating them with examples, personal experiences, hands-on models or visual tools such as charts and graphs
   

Visual Difficulties - Reading may be slow and deliberate, and comprehension may be impaired for a student with learning disabilities, particularly when dealing with large quantities of material.  For such a student, comprehension and speed are expedited dramatically with auditory input.  Faculty can help by:

1. Making lists of required readings available well before the first day or classes to allow students to begin their reading early.  Many students with visual difficulties obtain texts on tape from Recordings for the Blind and Dyslexic or from local volunteer readers;
2. Providing students with chapter outlines or study guides that cue them to key points in their readings;
3. Reading aloud material that is written on the chalkboard or overhead transparencies.

Memory Processing - Memory sequencing difficulties may interfere with a student's execution of complicated directions.  Faculty can help by:

1. Keeping oral instructions logical and concise
2. Repairing or re-wording complicated directions