For students with learning disabilities, getting an education is a struggle invisible to those around them. Their obstacles aren’t as easy to see as a physical injury. Dyslexia, dysphasia, attention deficit hyperactivity disorder (ADHD) and other disorders, however, can be severely limiting factors for students trying to keep up in class. Without accommodations, students with learning disabilities might not be able to perform at a level that reflects their actual capacity to learn – and, in extreme cases, a student could be kept from graduating. Senior John Benoit,* has received accommodations for ADHD since third grade, and has performed better in school as a result.
“I get double the time [normally allotted for testing] because of accommodations,” Benoit said. “I haven’t used it all, but there are a number of times where I use more than what is normally allowed.”
Senior Bethany Buel receives accommodations due to diabetes. While not considered a learning disability, the condition can impede concentration if the affected person has an increase or decrease in blood sugar. Buel’s accommodations are subject to yearly review.
“Once a year, my mom and I meet with my teachers and my counselor to discuss if I need [accommodations] anymore,” said Buel. “If I don’t use [my accommodations] very much, I can get [them] taken away.”
According to the National Center for Learning Disabilities, the term “learning disability” is “an umbrella term” that refers to “specific weaknesses….in the ability to do reading and writing and math and spelling and other kinds of skills that are needed to succeed in school.” These disabilities are “not the result of laziness…poor teaching….[or] poor motivation,” nor are they a sign of low intelligence. Rather, they are abnormalities in how a student absorbs or processes information. Because the effects of learning disabilities can impact a person’s college education or career, it is important that those with learning disabilities receive accommodations as soon as a learning disability is diagnosed.
The Individuals with Disabilities Education Act (IDEA) of 1990 mandates that all states must provide individualized attention to students with learning disabilities. IDEA also allows the Department of Education to provide federal funding to states in order to implement these specialized programs. Most of the effort to accommodate learning disabled students takes place at
the county and school levels.
This is where programs, such as WJ’s resource department, come in to help students. Rachel Wills is the coordinator for the school’s Academic Support Center, and is responsible for overseeing resource teachers and ensuring that they have the necessary resources to do their job effectively.
“We’ve been very fortunate here at WJ,” said Wills. “What we need, we usually get. [Former principal] Dr. Chris Garran and [principal] Ms. Jennifer Baker have been very helpful, and our teachers work very hard to provide accomodations.”
Each student with a learning disability has his or her own personal struggle. Some learning disabilities are more difficult to overcome than others, but each impedes a student’s ability to perform at his or her best academically. Without help from the school, students with learning disabilities would fall through the cracks, unable to be as successful as their counterparts who don’t need accommodations. WJ’s resource department helps many students with disabilities unlock their full potential in school, and gives those students an equal chance for success beyond graduation.
*Name changed to protect identity
