Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; Dörnyei 2005).

Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (Dörnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (Dörnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008).

A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process.

TWELVE ESSENTIAL TIPS FOR STUDENTS WITH LEARNING DIFFERENCES

The IEP is terminated at high school graduation.

Colleges use a #504 plan for securing accommodations/services at college.

Be sure to take a copy of your current #504 Plan and/or your most recent Psycho-Educational testing to request accommodations in college. Keep these electronically somewhere so you always have access to them.

Knowing the accommodations you received in high school is important in order to match these requirements in college.

Know what accommodations federal law mandates colleges provide by federal law and what is “not required” by law.

Tutoring is not a mandated service. Ask about your professors’ office hours. Know the process for signing up for a tutor where tutoring is offered. Ask if there is a limit on how often you can seek the help of a tutor.

Be familiar with all the resources on campus such as the Writing Center, Technology Center, Tutoring Center, and Counseling and Health Services

Find out if you are eligible for professor’s notes. If so, how do you access them?

Students 18 years old or over have to sign a FERPA waiver to allow their mother/father/guardian permission to talk to disability services.

Ask in advance about an “official” date to drop courses in college without the penalty of a grade. Put that date in your calendar. (That’s a good idea for all students, incidentally.)

Meet your professors before class to discuss their process for securing your accommodations. Where do you take your tests with extended time, for example? Do you have to ask in advance of each quiz or test?

Know that being a self-advocate is one of the most important skills for success in both college and life. Do you seek help when needed? Do you ask for clarification of assignments? Do you reach out in advance of deadlines to ask for an extension of an assignment?