"Learning Disabilities and the Writing Center"

This article, by Julie Neff, offers some concrete, specific examples about how to work with students who have learning disabilities. However, we don't know which students have them. I suppose when a student feels especially stuck, or can't seem to create ideas on her own, or struggles to organize her thoughts in some logical pattern, she might benefit from these tutoring strategies whether or not she has a documented learning disability.

Also, I was glad Neff wrote about the above-average intelligence of many students with learning disabilities. I consider this common knowledge, but on p. 240, she talks about the lingering misconceptions that some educators have about this population. No wonder people with learning disabilities often struggle with self-esteem issues!

It's odd: A person with diabetes would not likely be criticized for depending on medical insulin to stay alive. We don't make moral judgments on diabetics or urge them to "suck it up" or "pull themselves up by their bootstraps." Maybe learning disabilities are a little like diabetes: These students will probably do very well, but they may need additional support. Maybe the Writing Center is their educational insulin. (Yes, I know; I've completely exhausted this analogy.)

Neff's comments about unlocking the knowledge in student writers' minds intrigued me. To some extent, we all have to learn how we each learn best. Sometimes we do this unconsciously. For example, I realize that if I really want to absorb and synthesize new knowledge, I need some very concrete examples and I need to write about it. Passively listening just doesn't do it for me. Likewise, our students with learning disabilities need to find their own "key" so they can process information most effectively.

It seems that one implication of this (and the last) article is that we need to keep adapting our tutoring strategies to meet the needs of a complex and varied student population. Minimalist tutoring is a theoretical ideal, but certain students need more from us. How much is too much? That's a tough question, and I'm not sure I know the answer.