Twenty-sixth International Conference on Learning

Abstract

The transition from high school to college presents particularly unique challenges even to the strongest students and to the most experienced teachers. Now, what additional hurdles do you think face students with various learning disabilities, and their instructors? This focused discussion provides an overview of learning disabilities, strategies that facilitate students’ growth, students’ social/emotional issues, and the individual differences that come embedded in students’ learning experiences. The critical, first transitional year requires that we have a clear, holistic understanding of students’ differences and strengths, rights, as well as knowledge of the metacognitive learning process. Our collaborative conversations will include identifying types of feedback and assessments that facilitate learning, recognizing methods of organization and time management, clarifying student and faculty responsibility, exploring scaffolded instruction, and sharing useful assistive technologies that help with reading, writing, and listening. We will discuss how understanding neurodiversity, resilience, and metacognitive awareness can enhance the entire learning and teaching continuum. Our focus will be on learning disability as a neurological disorder that results from a difference in the way a person’s brain is “wired.” A learning disability can’t be cured or fixed; it is a lifelong issue. With the right support and intervention, however, students with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life.