Cognitive Challenge | Possible Intervention |
|---|
| Orientation |
Keep a calendar for appointments, to-do lists, checklist, phone numbers, etc. |
| Attention/Concentration |
Ask for clarification and step-by-step instructions when necessary. Present new information slowly. |
| Visual/Perceptual Process |
Provide orientation to written documents or screens/fields on a computer screen. |
| Organization |
Follow an established, set process, organized checklist or schedule for completing certain tasks. Do one thing at a time. |
| Memory |
Use a tape recorder to remember information provided in presentations or meetings. Take notes. Summarize information. Organize notes. |
| Problem-Solving |
Depending on the task, use a decision table or chart to solve recurring problems. |
| Self-Monitoring |
Keep a schedule or checklist of work tasks necessary to complete. Check-off completed items. |
The following are tips taken from interviews with hundreds of persons with
learning disabilities who have been successful with employment.
Understand Your Learning Disability:
- know how to describe your LDs to teachers and to employers without relying on professional jargon
- determine how and when you learn most effectively
- identify accommodations that help you operate more efficiently at school and on the job
- learn about when, where, and how to seek appropriate support
- think about the strengths and assets you may have developed because of your LDs
(perseverance, creative problem solving, determination)
|