More than 1,062 identified students with disabilities enrolled at the College during the fall 2006 semester - nearly 5 percent of the total credit enrollment and twice the number enrolled in fall 1991. Most of the students have learning disabilities (55 percent), followed by attention deficit/hyperactivity disorders, and psychiatric and physical disabilities. Some disabilities are readily visible; more frequently, they are not and may be difficult to identify. Students may also have multiple disabilities.

Characteristics, considerations, instructional strategies, and possible accommodations for different disabilities:

ADD and ADHD are neurological conditions affecting both learning and behavior. They result from chronic disturbances in the areas of the brain that regulate attention, impulse control, and the executive functions which control cognitive tasks, motor activity, and social interactions. Hyperactivity may or may not be present. Treatable, but not curable, ADD and/or ADHD affects three to six percent of the population.

Characteristics (may include)

• Inability to stay on task
• Easily distracted
• Poor time management skills
• Difficulty in being prepared for class, keeping appointments, and getting to class on time
• Reading comprehension difficulties
• Difficulty with math problems requiring changes in action, operation and order
• Inability to listen selectively during lectures, resulting in problems with notetaking
• Lack of organization in work, especially written work and essay questions
• Difficulty following directions, listening and concentrating
• Blurting out answers

Considerations and Instructional Strategies

• Since these students often also have learning disabilities, effective accommodations may include those also used with students with learning disabilities.
• Effective instructional strategies include providing opportunities for students to learn using visual, auditory and hands-on approaches.

• Copies of classmate’s and/or instructor’s notes or overheads
• Extended time for exams
• Exams in a quiet, distraction-free environment
• Frequent breaks allowed during exam; exam given by page or by section
• Clear arrangement of test items on paper
• Calculator, spellchecker, thesaurus, reader, and/or scribe during exams
• Use of blank card or paper to assist in reading
• Extended time to complete assignments
• Tape recorders and/or laptop computers
• Taped texts and classroom materials
• Use of handouts and visual aids
• Extended time for in class assignments to correct spelling, punctuation, grammar
• Word processor with spell check and/or voice output to provide auditory feedback
• Instructions or demonstrations presented in more than one way
• Concise oral instructions
• Syllabus provided before the start of the semester