Although Wittenberg does not offer a formal program for learning-disabled students, our commitment to providing a quality educational experience to all students assumes an understanding of and support for the learning-disabled on campus. What follows is a description of the ways in which we can work together to meet the needs of these students.
Since admission to the University is selective, all applicants must meet certain entrance requirements. The Admission Committee attempts to select and offer admission to those students whose needs can be met and who will be successsful in Wittenberg's challenging academic climate. Whenever possible, the Committee identifies those with learning disabilities through information on the application. A slight modification in admission requirements is the acceptance of scores of an untimed Scholastic Aptitude Test (SAT).
Secondary school performance, courses taken, and trend in academic achievement are the most important criteria used in assessing a student's probability for success. Test scores, recommendations, and activities are used to varying degrees in the selection process. An interview is required for all learning-disabled students.
After acceptance, a student receives a letter from the Assistant Provost for Academic Services requesting clinical documentation of the learning disability, reports of any programs of educational remediation, and other information that might be helpful in determining the individual's needs.
As soon as a student arrives on campus, he or she meets individually with the Assistant Provost for Academic Services. Discussion includes the individual's responsibility for communicating needs and concerns to course professors, available campus resources, and special accommodations that may be possible.
The academic adviser is informed of the learning disabiltity so that the student and the adviser can plan a course of study which builds on the student's academic strengths. Consideration may include number of courses taken per term, type and combination of courses, and course content and requirements.
It is important to note that in evaluating academic achievement, professors use the same criteria for all students.
Certain modifications, such as those listed below, may be possible after consultation with the professor:
1. Allowing the student to tape lectures. This may necessitate the student's signing a waiver that the lectures are being taped solely for the course and will not be used by the student other than for the class.
2. Providing oral examinations and reports in place of written ones. In this case the examination covers the same material.
3. Providing more time on written examinations.
It is important that those with learning disabilities make their needs known as soon as possible. Some students do not wish to disclose disabilities to anyone else and attempt college work without assistance. Unfortunately, without any support service, special needs and problems may be compounded.
Wittenberg offers a range of resources to any student who wants to improve his or her academic performance.These include the Writing Center, the Math Workshop, and student tutors for specific courses.
A learning disability is a private matter and as such is kept confidential by all who are involved. Students are encouraged to communicate the disability and special needs to course professors early in the term; however, this is left entirely to the individual's discretion. All interviews and records are kept in strict confidence, and there is no routine communication with parents about any counseling. Most learning-disabled students at Wittenberg have learned to cope with their disability, are aware of their limitations and responsibility to work closely with each professor, and realize the dividends that come from persistent effort, initiative, and self-motivation.