Advising Support from UMAC
The Board of Regents requires that all units of the University System of Georgia employ the same definition of learning disorders in order to promote evenness in the way students with learning disorders are accommodated.
“Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment mental retardation, social and emotion disturbance), with socio-environmental influences (e.g., cultural differences, insufficient or inappropriate instruction, psychogenic factors), and especially with attention deficit disorder, all of which may cause learning problems, a learning disability is not the direct result of those conditions or influences. (Interagency Committee on Learning Disabilities ).”
Accommodation of Students with Learning Disorders
The University System has adopted the position that few, if any, University System policies may be waived or exceptions made for students with learning disorders. Instead, means should be sought to assist students in meeting all requirements through s pecial accommodations and modifications of instructional techniques and testing procedures.
Disability Services Coordinator
The University System has
established System Diagnostic Centers at
Regents’ Testing Program
Students with diagnosed learning disorders requesting accommodations on the Regents’ Test beyond those specified by current policy and procedures must receive approval from the System Committee on Learning Disabilities. Current procedures allow institutions to provide accommodations such as extended time and use of word processors for the essay examination. Other accommodations must be approved by the System Committee on Learning Disabilities.
College Preparatory Curriculum
No University System policies concerning College Preparatory Curriculum deficiencies are to be waived for students with diagnosed learning disorders. Students who have been diagnosed as having a learning disorder which precludes the acquisition of a foreign language and who have graduated from high school without completing the foreign language courses may undergo testing based on the prescribed system criteria. If the diagnosis determines that the attempt of a language course with modifications would be futile, the student may petition through the institution to the system committee on Learning Disabilities to substitute an appropriate course (such as a course on foreign cultures) for the language course to satisfy the CPC deficiency. If the committee approves, the admitting institution will determine the course substitution.
Learning Support Requirements
Students with learning disorders
who are required to enroll in Learning Support must fulfill all stated
requirements, including the Collegiate Placement Examination (CPE) or COMPASS
requirements. These students are provided with appropriate course
accommodations as outlined by the Coordinator of Disability Services. These
accommodations may include extended time on the CPE to students with documented
needs. In addition, the Coordinator of Disability Services may authorize use of
a calculator for mathematics testing and/or approve a separate test
administration if such accommodations are supported by the student's diagnosis.
Students with learning disabilities, acquired brain impairment, or Attention
Deficit/Hyperactivity Disorder may petition through
Students with diagnosed learning disorders must fulfill core requirements. To enable these students to complete core requirements, they are provided with appropriate course accommodations as outlined by the Coordinator of Disability Services.