Case Study #7: Tutoring and Learning Centers

Background

My name is Jen. I am a freshman majoring in Fashion Merchandising and enrolled in a retailing course. I have Dyslexia and a visual-processing problem.

Access Issue

In order to pass my midterm exam, I needed a way to memorize information about fashion designers and the materials with which they work. I doubted my ability to do this.

1. Discuss potential solutions to the access issue described. There can be more than one good solution.
2. Discuss the advantages and disadvantages of each proposed solution.
3. Clarify the appropriate roles of the student, instructor, and campus support services in reaching a decision and providing accommodations if needed.
4. After you have completed your discussion, read the access solution that actually occurred in this case. It is printed on the back of this handout. Compare your proposed solutions with this solution. Discuss the conclusions listed, and add at least one more.

Source: The Student Services Conference Room, DO-IT, University of Washington. Permission is granted to reproduce this handout for educational noncommercial purposes.

Solution

Following is the solution that was actually employed in this case:

I went to the disabled student services office for help. A counselor there referred me to the learning center. I went to the learning center and asked for a tutor who also has a background in learning strategies. I worked with someone who helped me with mnemonic techniques to memorize the designers and other content.

Conclusions

This case study illustrates the following:

1. Students with learning disabilities can benefit from learning strategy and study skill support.
2. Campus tutors and learning support specialists should be aware of the needs of students with disabilities.
3. Disabled student services staff and faculty should be aware of campus support services that can benefit students with disabilities.