Tutoring students with disabilities requires an understanding of different types of disabilities and tailored tutoring approaches. Common disabilities include autism spectrum disorder, ADHD, deafness/blindness and mobility impairments. For each disability, tutors should be aware of characteristics and accommodating techniques. The number of students with disabilities in college is rising due to legislation protecting their rights. Reasonable accommodations aim to level the playing field for learning. An effective tutor maintains an open and positive attitude to meet students where they are.

1. Tutoring Students with
Disabilities
Created and used with permission from Rebecca Cofer
Coordinator, Campus Tutoring Services
Academic Support
Abraham Baldwin Agricultural College
WOU Edit by Ron Mercer

2. Higher Education Specifically?
• Individuals with Disabilities Education Act (IDEA)of 2007
• Required the public school system to identify students with disabilities and
then provide them with free and appropriate education and transition
services at age 16
• Students with disabilities are enrolling in colleges at increasing
numbers each year
• The ADA requires postsecondary schools receive federal funding to
provide appropriate accommodations at no cost to students with
disabilities
• *Info from Advising Students with Disabilities: Striving for Universal Success, 2nd ed. Ed. Mary Lee Vance and LaDonna
Bridges

3. Brief History of Students with Disabilities in
Higher Ed
• American with Disabilities Act of 1990
• Prohibits discrimination based on disability
• “disability”- physical or mental impairment that substantially limits a major
life activity
• ADA Amendment Act of 2008
• Provides broadened coverage- broadened Congress’ narrow view of disability
• This will, in turn, mean more students with disabilities in college

4. A Growing Trend: Veteran Students
• Many changes in student population have stemmed from the wars in
the Middle East
• Since 2001, about 1.7 million military personnel have been deployed
• Sample injuries these veterans come with: TBI, hearing and vision
issues, mobility loss, PTSD
• Post 9/11 Veterans Educational Assistance Act of 2008

5. Specific to the Individual
• Various common disabilities you may recognize:
• Psychiatric Disorder- schizophrenia, anxiety
• Physical Impairment- cerebral palsy, paralysis
• Learning Disabilities- dyslexia, dysgraphia
• Auditory and Visual Impairment- deafness, blindness
• Brain injury- traumatic brain injury (TBI)
• Health Impairment- lupus
• Not so common/less recognized disabilities?
• Depression and anxiety
• Gastrointestinal issues
• Cancer, epilepsy

6. Types of Disabilities on Campuses
0
5
10
15
20
25
30
Percentage Distribution of Students with Disabilities by Main Type of
Disability, 2008
2008

7. “Reasonable”
• After registering with the Disability Office on their campus, students
receive reasonable accommodations based on their required
documentation turned in
• Accommodations can include note takers, alternative testing locations,
extended time, early registration, interpreters, etc.
• So what exactly is a reasonable accommodation?
• Modification, adjustment or aid that minimizes or eliminates the impact of a
disability, allowing the student to gain equal access
• Levels the playing field
• *Info from “Disability 101: A Quick Guide for Faculty Members”

8. The Challenges for Students
Starting college
 Only 47% of students enrolled in LD classes go on to a postsecondary school--nearly
20% less than non-disabled peers
 Only 15.9% of students with disabilities attend 4 year colleges
 Only a third of the college students who received special education services in high
school sought formal accommodations in college & not all of these students used
those available resources
References: Newman et al. (2009) NLTS2, (NLTS2, 2009)
Five years after starting college
 Just 55%-64% of non-disabled students were still enrolled or had graduated
 But only 52% of students with disabilities were still enrolled or had graduated
 However, students with disabilities may graduate at the same rate as their non-
disabled peers if they access support.
References: NCES, 1999, 2000 and 2003, U.S. Census Bureau, 2002; Porter, 2002); Tagayuna et. Al., 2005,
Vogel and Adelman (1990, 2000)

9. So How exactly does this apply to my
tutoring?
• Many tutors will work with students with disabilities but may never
know it (invisible disabilities)
• Some disabilities are more obvious and need to be worked with
• Some students will disclose the disability they have to you
• Disabilities change your tutoring approach in some ways

10. Tips for Tutoring this Population
• Understand that every student is unique, disability or no disability
• It is a student’s choice to disclose
• You cannot directly ask if they have a disability, but you could ask things like
“have you had struggles with math in the past?”
• Ask the student how they learn best- the student can tell you more
about what works for them
• Tutor outside the box- sometimes using stress balls helps students
think, new location, breaks, engaging activities, etc.

11. More Tips for Tutoring
• If a student is tired or sleepy, understand that they may not be rude,
but that meds may make them tired
• Students with Asperger's or ASD have special social barriers
• Don’t tease a student (even behind their back)- part of this disability is
struggles with social situations
• Sometimes being frank (but kind) is best
• Understand that students may ask questions dealing outside the classroom
work

12. The Dos and Don’ts
Do:
• Ask questions if you have them
• Use lots of tutoring methods to
reach all types of learners
• Be positive- even if the grades
aren’t what you’d want
• Feel free to walk around or take
breaks with the student
Don’t:
• Stare at the student's disability
(if visable)
• Ever directly ask the student if
they are “disabled”
• Use negative words with
tutoring- the experience with
education isn’t always good
• Use disability- centered
language (“disabled student”)

13. Commonly Seen Disabilities
Asperger’s and Autism (ASD)
• Affects one out of every 88 kids in the US- more boys than girls
• Characteristics: May 2013 DSM-5 publication grouped in to one
umbrella diagnosis of ASD
• Not sure what one thing causes it- maybe not taking prenatal
vitamins, genetic predisposition, early brain development, immune
system issues

14. Did You Know??
• The following celebs have opened up about their ASD diagnosis:
• Dan Aykroyd
• Susan Boyle
• Daryl Hannah
• Courtney Love
• Albert Einstein (allegedly)

15. Temple’s Words
• Temple Grandin
• Diagnosed with autism as a child- didn’t speak until she was 3 years old
• Career as a livestock handling equipment designer
• Has written many books on that and autism
• “The world needs all kinds of minds”
• http://fifthfreedom.org/u/2d

16. Symptoms to be aware of when tutoring
• Characterized by several deficits in social interaction and
communication
• Repetitive, stereotyped behaviors
• Have to display at least one of these, according to the DSM IV:
• Repetitive motor movements
• Intense and focused preoccupation with subjects
• Demands for routines to be followed regardless of their necessity
• Interest in parts of objects instead of the whole object

17. How To Help the Student
• Understand that he/she may have needed behaviors they have to do,
even if you don’t see the point of those behaviors
• They may not look you in the eye and may be socially awkward-
that's okay- it’s not always rude
• The student may have a deep interest in one topic- allow them to
discuss it but don’t allow it to go on too long
• They may talk about their parents a lot- this is normal and okay
• Immature/strange behavior can happen- crying losing control, etc. –
give them time to collect themselves a bit

18. Students with ADHD
• One of the most common disorders
• Symptoms-
• difficulty staying focused and paying attention, difficulty controlling behavior
and over activity
• Struggles with directions
• Based on type- talks nonstop, constantly in motion, fidgets a lot
• Loses things, becomes bored with a task
• Types of ADD/ADHD- predominantly hyperactive-impulsive,
inattentive and combine hyperactive-impulsive and inattentive
• If a student is sleepy during tutoring, it may be their ADD/ADHD
medicine causing this
• Not every student with ADD/ADHD is not the same

19. How to Best Help these Students
• Understand that playing with stuff during the session is okay- stress
balls are their friends
• It’s okay to tutor standing up or moving around
• Changes of scenery are okay- with permission
• Never too many breaks
• Give a list of tasks/goals-
• Working with a plan helps

20. Mobility, deafness and blindness
• There are different levels of each of these- students can be partially
blind or entirely blind
• Blindness and deafness are actually cultural identifiers for these
individuals as well
• Etiquette/tips for these disabilities
• don’t stare at the disability- it’s okay to ask questions
• When working with an interpreter- don’t address the interpreter, speak to
the student
• Different shades of paper may help these students
• Be sure that you don’t assume a student needs help getting around, ask first

21. Many, Many More
• This list and presentation is not fully complete- there are simply too
many disabilities to go in to
• Final activity
• Take out a sheet of paper
• Name 2 things you learned during this session about disabilities and tutoring
them

22. The Big Picture
• Please do not think of ADA students as handicapped or less
intelligent than “normal” students. They are simply students who
learn differently.
• People with ADHD & Dyslexia are often extremely creative. People
with Asperger’s are able to focus on complicated, difficult projects
and see them through until the end.
• By seeing the world from a different perspective, people with
“disabilities” are able to think outside the box and contribute to
society with new ideas in new ways.

23. Resources Used
• Autism and the Transition to Adulthood: Success Beyond the Classroom, by
Paul Wehman, Marcia Datlow Smith and Carol Schall, 2009. – as a basic
reference
• Advising Students with Disabilities: Striving for Universal Success (2nd
edition), Eds: Mary Lee Vance and LaDonna Bridges, 2009.
• www.autismspeaks.org
• www.nimh.nih.gov
• www.templegrandin.com
• “Tutoring and Mentoring Students with Disabilities- Handbook for Training
Peer Tutors and Mentors- pages 218-222.
• “Invisible Disabilities” PowerPoint by Cindy Beadles, Erika Buckley, Robbie
Bussey and Dana Roof
• “Engaging Students with Disabilities” PowerPoint by Erika Buckley and Dana
Roof- Monmouth College