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LDP students receive personalized guidance from orientation through graduation with a dedicated advisor. They'll help you navigate next steps and access various services. Here are some highlighted offerings:
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Established in 1979, the Learning Disabilities Program at ´ºÓêÖ±²¥ State University creates a nurturing academic environment for students with learning differences, specifically those with learning disorders or ADHD. We take pride in our unique approach, assigning each student to a professional Program Advisor. This advisor becomes a constant guide, working with the students throughout their entire undergraduate journey. Our goal is to empower students to master their individual learning strengths and evolve into fully independent learners. Our program services come at no additional financial cost. Admission into the Learning Disabilities Program is competitive, and decisions are made on an individual basis after a thorough review of all application materials.
LDP students receive personalized guidance from orientation through graduation with a dedicated advisor. They'll help you navigate next steps and access various services. Here are some highlighted offerings:
We seek incoming first-time, first-year students with a primary or secondary diagnosis of a learning disorder and/or ADHD. Candidates showcase potential in college-level academics but also carry a diagnosis of a learning disorder and/or ADHD. To better understand our criteria and how we define learning disorders, please refer to 'Defining Learning Disorders' below.
Throughout our comprehensive evaluation process, we focus on three fundamental elements:
We examine your academic record, course choices, recommendations, and adherence to academic unit requirements.
Should you meet our criteria, we will invite you to an interview. During the interview you will discuss your college readiness and submit a short essay. This step is pivotal for us to determine the compatibility of our program with your unique needs.
To apply, express your interest in the Learning Disabilities Program on the ´ºÓêÖ±²¥ State University application and submit the required documents outlined below.
1. Express Interest:
2. Submit to the Office of Admissions:
Clear Diagnosis Criteria:
This assessment, along with its subtests, must include a clear diagnosis – including secondary diagnoses – of a learning disorder or ADHD. These learning disorders may include reading, math, written expression, and central auditory processing disorders. Please note that Autism, by itself, is not considered a learning disorder.
Preferential Review Criteria:
Applicants who submit a reflective personal statement and academic recommendations from two subject area teachers will receive preferential review. Academic record, strength of schedule, recommendations and academic unit requirements are also considered for admission of students to the Learning Disabilities Program.
All materials must be sent directly to the Office of Admissions. Please note that you might need to send some material by email, fax or US mail.
There are two ways to apply.
Alternate Consideration:
Language Requirement Substitute:
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As we observe a growing number of students being categorized with neurological and communication disabilities for IEP eligibility, surpassing traditional LD diagnoses or ADHD, we find it imperative to refine our definition of learning disorders. In alignment with this evolving landscape, we adhere to the DSM V* definition of learning disorders, with strict adherence to all criteria.
If the disorder meets all of the criteria below as reported by an appropriate diagnostician, we will consider the student as having a learning disorder.
*Diagnostic and Statistical Manual of Mental Disorders. Fifth Edition. American Psychiatric Association. Washington D.C.: American Psychiatric Publishing, 2013. pp. 66-67.
Presence of at least one of the following symptoms persisting for a minimum of 6 months, despite interventions:
The affected academic skills are substantially and quantifiably below expectations for the individual’s chronological age. This must cause significant interference with academic performance or daily activities, confirmed by standardized achievement measures and comprehensive clinical assessment.
Learning difficulties commence during school-age years but may not fully manifest until academic demands exceed the individual’s capacities (e.g., timed tests, extensive reports with tight deadlines, or excessively heavy academic loads).
Learning difficulties are not better explained by intellectual disabilities, uncorrected visual or auditory acuity, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction, or inadequate educational instruction.
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