Source: Ryan, Leigh, and Lisa Zimmerelli. The Bedford Guide for Writing Tutors. Boston: Bedford/St. Martins, 2010. Print.
- Instructors and tutors are likely not sufficiently informed to “diagnose” a Learning Disabled writer. If a student voluntarily shares with you that they have a Learning Disability or receive support services from the Disabled Students Programs and Services (DSPS) office, ask for information about coping strategies.
- Find a quiet place to work in order to limit distractions.
- Ask what you can best do in terms of approach and in terms of tasks.
- Be patient, explain things clearly, and repeat or rephrase as necessary.
- Make lists or notes that can later serve as a guide for the writer.
- Encourage LD writers with positive comments.
- If the student continually makes the same error, even after discussing it with you, be aware that this is not necessarily a sign of laziness or lack of attention; it may reflect their LD.