Learning Partners is a fee-based academic coaching and tutoring program that provides the foundation of success for students with learning disabilities and ADHD.
Our Mission is to provide students the individualized support and coaching they need to develop their learning skills, realize their academic goals and work towards becoming successful independent learners.
"I firmly believe that our Learning Partners Program is a game changer. It gives students an opportunity to work with a mentor and advocate who understands the struggles of students with learning differences."
Charles Knight, Learning Partners parent, 1987 Louisburg graduate and Louisburg College Trustee
"The Learning Partners program was an amazing resource for our entire family. It provided the structure and guidance to assist Matt in forming study habits that adapted to his learning style, not the other way around. Learning Partners was the perfect blend of adaptability and advice our son needed to help him become the successful student he is today."
Sharon Bryson, College Trustee, with son Matt '16, now enrolled at East Carolina in Business
Jeremiah Campbell '16,
$25,000 in music scholarships
Stedman Davis '16,
Information Systems & Mass Media
Officer, US Air Force
Alyssa Pickens '17,
Information Systems & Mass Media
Dana Johnson '16,
Health and Exercise Science
Will Dawes '16,
Guilford Tech Fire Academy Graduate
Working towards EMT certification and career as firefighter
Barnes Trevathan '17,
LC STEM Graduate
Earned federal hazards certification
Learning Partners Open House - Saturday, Feb 24, 2018
10:00 AM - 1:00 PM
Meet in Chapel
Learning labs with internet access and assistive technology, including:
Read & Write Toolbar
Read&Write for Google Chrome™ offers a range of powerful support tools to help students gain confidence with reading, writing, studying and research, including:
Read&Write for Google Chrome™ is a user-friendly chrome extension for use with PCs, Macs and Chromebooks. It works with web pages and common file types in Google Drive.
The toolbar is available to all LC students with a louisburg.edu account.
Students are encouraged to begin their application process to the Learning Partners Program at the same time as applying to Louisburg College.
Mail or fax all materials to:
Louisburg College Learning Partners
501 North Main Street, Louisburg, NC 27549
FAX: 919.496-6733 | PHONE: 919.497.3236
At Louisburg College, we recognize that students with learning disabilities and Attention Deficit/Hyperactivity Disorder can benefit from specialized instruction and coaching, in addition to accommodations, as they transition to the academic demands of college. To meet this need, we have developed a unique program that addresses the individual learning needs of these students. Louisburg College's Learning Partners program offers a comprehensive, research-based approach to serving college students that few other colleges in the Southeast offer.
In addition to the numerous free academic support programs open to all students at Louisburg, Learning Partners is a fee-based program that is designed to partner the individual student with a learning specialist who is professionally trained on the graduate level. The learning specialist can assist students in gaining a more refined understanding of their learning needs and strengths, and help them develop strategies and methods that will lead to academic and professional success. Our ultimate goal is to help each student develop the skills that will make him/her a more successful, independent learner.
Students in Learning Partners attend the same low student-to-teacher ratio classes, but also meet privately for one-on-one coaching and instruction with one primary learning specialist for a minimum of two fifty minute sessions per week during the academic year. Extra sessions are available on a first come, first served basis. Additionally, each learning specialist supervises a learning lab where students are welcome to come by any weekday to study individually, use our computers, or meet with a study group. Many students find that the learning labs are a great place to get work done in between classes and are often a better studying environment than their dorm rooms.
Although each student's progress depends upon personal commitment and motivation, the learning specialist helps each student set goals and develop discipline, critical thinking, study strategies, and listening skills. Learning specialists encourage students to take responsibility for their learning, teach methods for becoming better organized, and explain the value of taking an active role in the learning process. In addition, specialists give individualized instruction to students to supplement the information in the classroom and course texts.
Our learning specialists also help students develop self-advocacy skills, encouraging them to gain practice and confidence in communicating with instructors, faculty, and staff, a talent that will serve them well in all aspects of their future.
Learning Partners is uniquely structured to help students who learn differently to realize their full potential, to earn an associate's degree in the arts or sciences, and to prepare them for the four-year university experience or a professional career.
For additional information on the Learning Partners Program and the availability of scholarships, please complete the information form or contact our offices at 919.497.3236, 1.800.775.0208 ext.3236, or email@example.com.
Robin is the director for both the Learning Partners Program and Accessibility Services at Louisburg College. Prior to becoming the director, Robin was employed as a full-time learning specialist in the Learning Partners program, where she coached students on organization, time management, test-taking and study skills. Robin joined Louisburg College after 30 years as an educator in the high school setting. In her roles as English teacher, guidance counselor, and principal, she had the opportunity to work with diverse students with a variety of learning needs. Her experience included teaching academic skills, guiding students in college and career decisions, administering and interpreting standardized tests, ensuring that students with disabilities receive the appropriate educational resources and accommodations, and providing support to families.
Robin’s academic background includes a B.A. from Meredith College, M.Ed. in Guidance and Counseling from N.C. State University, and a M.S.A. in School Administration from N.C. State. A native of Franklin County, she enjoys the opportunity to work at Louisburg College, the institution to which she referred many students as they graduated from high school.
Contact Robin at:
Kris Capps provides administrative support to the Director of Learning Partners (LP) and Accessibility Services (AS), allowing the office to run smoothly and efficiently. She manages the day-to-day responsibilities of the office, including scheduling, coordinating, and proctoring tests for Learning Partners students.
Kris comes to Louisburg College with over thirty-two years of experience including process re-engineering, cross functional leadership, multi-level information problem solving, domestic engineering, dispatch and teaching. She has obtained broad experience in curriculum planning, human resources, customer relations, finance and planning, and facility utilization. She obtained the majority of her professional training and skills while at IBM until she chose to be a stay at home mom and homeschool both of her children. She returned to the workforce and was employed by the Wake County Public School System, working first as a Behavior Support Specialist for youth with emotional and behavioral challenges, and then as a Special Education Assistant who managed, organized, and maintained the Student Support Center, just prior to coming to Louisburg College.
Contact Kris at:
Danielle Dietz joined Learning Partners in Fall 2017 after working in the public school setting as an Exceptional Children's Teacher. Danielle has experience working with a diverse population of students with unique learning needs including Autism, ADHD, Intellectual Disabilities, and Specific Learning Disabilities. Previously, Danielle taught Social Studies 9-12 in Hampton, VA, and Washington, DC, and was an Admissions Counselor at Seton Hill University. Recognized with awards for her excellence in teaching, Danielle’s skills and passion extend beyond the classroom as she is also a Special Olympics Athletics Coach for Franklin County, North Carolina.
Danielle’s academic background includes a B.S. in Secondary Social Studies from Slippery Rock University, Pennsylvania, and she completed her student teaching in Mexico City, Mexico. She then earned a M. Ed. in Secondary Education from West Virginia University and a M.Ed. in Special Education from Seton Hill University, Pennsylvania.
Contact Danielle at:
Phone: (919) 497-3299
Nancy Price joined Learning Partners in Fall 2017 following a 36-year career in the community college, high school, and middle school. At Vance Granville Community College, she worked as an academic adviser and counselor, helping the students to navigate through college. Nancy also taught study skills and developmental English and Reading. Likewise, at the high school level, she helped students plan for their futures, whether college or the work world, and provided support in the areas of academics and test prep.
Nancy’s academic background includes a B.A. in Religion from Meredith College, with a teaching certificate, and a Master of Education in Counseling from East Carolina University. A high energy person who is passionate about education and helping students to achieve their best, Nancy works with each individual to determine the strategies that work best for them.
Contact Nancy at:
Phone: (919) 497-3299
Kaye Yadusky, Louisburg College instructor, accepted a full-time position in Learning Partners in January 2006. She specializes in reading and written language, but is also experienced with coaching students in Science, Math, and the Humanities. In recognition of the importance of relationship to learning, Yadusky has established several programs to build community and create more opportunities for students to feel enthusiastic about learning independently and collaboratively.
Yadusky received her B.A. in English from Campbell University, her M.A. in English from the University of Maine, and has completed graduate courses in Education and Ethics. She has taught college English courses for over twenty years and is skilled in assisting diverse learners to better comprehend essential writing and reading comprehension elements. Her career-long focus on conferencing with students as an essential element of instruction enables her to identify each student's unique set of strengths and offer strategies to further develop them as they work toward their academic and career goals.
Contact Kaye at:
Phone: (919) 497-3335
Cherry serves as a Part-Time Learning Specialist faculty member with Louisburg College, after working for 36 years as an educator at Louisburg High school. In her role as guidance counselor, Cherry had the opportunity to work with a diverse student body with a variety of learning needs. Her experience includes coordination and implementation of guidance curriculum, assisting students in individual planning to meet personal and career goals, providing responsive services to meet student needs through individual and group counseling, consultation with parents and educators, and collaboration and referrals. Cherry worked closely with the Exceptional Children’s Department to ensure that students received the appropriate educational resources and accommodations they were entitled to receive.
Cherry’s academic background includes a B.A. and then a M.Ed. in Guidance and Counseling from The University of North Carolina at Chapel Hill, as well as 6th year certification in School Counseling and Educational Supervision from N.C. State University. Cherry is also certified by the National Board of Professional Teaching Standards. A native of Vance County, she has enjoyed returning to Louisburg College where she was first employed in 1978 as a Resident Advisor.
Contact Cherry at:
1. What is the Learning Partners program?
The Learning Partners program goal is to help the student learn to learn; thus the emphasis is on teaching learning strategies more so than content tutoring. Learning Partners is an optional fee-based program available only to students with a documented learning disability and/or attention deficit/hyperactivity disorder. Learning Partners has helped many students develop self-advocacy, build stronger learning strategies, and develop math, reading, and writing skills that are critical to college success. Learning Partners is most helpful to students who have a high level of internal motivation to succeed in college academics.
2. I just want to request classroom or testing accommodations. Do I have to enroll in Learning Partners to receive accommodations?
No. Accommodations are provided free of charge and are the right of all students who have properly documented, ADA-recognized disabilities. Learning Partners is an optional fee-based program available only to students with a documented learning disability and/or attention deficit/hyperactivity disorder.
3. Is financial aid available to cover the cost of these programs?
For students who choose to enroll in Learning Partners, program costs will be considered along with tuition when calculating a total financial aid package. Students who wish to apply for financial aid should contact the Financial Aid Office at 497-3401 or 1-800-775-0208. Students requiring financial aid to cover program costs are encouraged to complete the program application and enrollment process as soon as possible so that program costs will be included in their financial aid package. Students enrolling in the programs after an initial financial aid letter has been received should contact the Financial Aid Office.
4. I had an IEP/504 Plan in high school. Will my school automatically send it to Accessibility Services at Louisburg College so that I can get the same accommodations I had in high school?
High schools do not automatically forward IEP/ 504 Plans to colleges. Because an IEP or 504 Plan from high school is written based on a law that does not cover colleges, these service plans, while helpful in understanding the impact of disabilities in the classroom, do not in themselves qualify students as having disabilities at Louisburg College. See Accessibility Services for further information on what is needed to document a specific disability.
5. What do I have to do to receive accommodations?
Students can request accommodations by scheduling a meeting with the Accessibility Services Office and completing the Request for Accommodations Form. Students can come by the office (Taft 107 and 111), call 919-497-3236, or email firstname.lastname@example.org to make an appointment.
Students are asked to submit appropriate documentation of a disability before their meeting with Accessibility Services. Without appropriate documentation, the process of determining reasonable accommodations may be slowed.
Additionally, please note that accommodations must be reviewed each semester. Students need to schedule an appointment with the director before or at the beginning of each semester to review accommodations and update disclosure release forms so that the release applies to a student’s new set of instructors.
For further information on service eligibility, see Accessibility Services.
6. Can my parents set up accommodations for me?
Parents may contact the Accessibility Services Office and request that the director contact students, explain the services of the Office, and invite them to make an appointment. However, students are responsible for further pursuing eligibility with the Accessibility Services Office.
From elementary to high school, parents often play an active role in advocating for their children’s educational needs, and rightly so. However, in college, parents shift from being the primary advocate to coaching their young adults in becoming independent self-advocates. Primary goals of the Accessibility Services Office are to support families as they experience this transition and to help students develop the skills they need to effectively advocate for themselves in academic life and beyond.
At the college level, changes in the law require the student to take on the responsibility of self-identifying to the Accessibility Services Office, submitting proper documentation of a disability, requesting accommodations from the director, discussing accommodations with faculty members, and alerting faculty and/or the director if accommodations are not satisfactory. The small setting and supportive faculty at Louisburg College make it an ideal place for students to transition into roles of greater responsibility.
7. I know extended testing time would help me do my best on tests, but I don’t want to be singled out. What should I do?
Students are sometimes hesitant to request needed accommodations in college because they would rather not be singled out – as many were in high school. However, college disability services work very differently than they did in high school, allowing college students an extra measure of privacy and control in using their accommodations.
First, there is no such thing as “special ed” in college. Each student who is enrolled at Louisburg College met the same set of Admissions standards. Each Louisburg College student must complete one of five associate-level curriculums in order to graduate.
Also, disability services in college are very different from exceptional education in K-12 schools because of the different laws that apply to K-12 and college. In K-12 schools, students are seen as children by the law. Teachers are responsible for making changes to the environment and/or curriculum in order to ensure that the student successfully graduates. In college, students are seen as adults by the law, and all of their disability information is kept confidential. A student has to sign a detailed disclosure form to allow any information about his or her learning needs to be released. Additionally, any faculty members informed of accommodation needs are also required by law to keep this information confidential. A student can discuss with each professor a mutually agreeable way to handle accommodations, such as extended time, without bringing attention to the student in class.
Finally, most professors are glad to work with students who are making the effort to stop by during office hours to discuss learning differences with them. Professors respect students who are not willing to let anything, including the need for extra testing time, stand in the way of doing their very best in the course. They have learned that these students tend to be hard workers who take their courses seriously and are just as likely – if not more so - to excel as compared to their classmates who have not requested accommodations.
8. I want to try out college “on my own” without receiving the accommodations for which I qualify. Can I request accommodations at any time during the semester?
Students can request accommodations at any time during the semester. However, the process of qualifying for accommodations through the Accessibility Services Office may take time depending on the quality of documentation submitted and appointment availability. Students are strongly encouraged to register with the Accessibility Services Office prior to the beginning of the semester and become eligible for accommodations. The student still has the option throughout the semester to use or not use the accommodations he/she qualifies for. For example, a student with a learning disability may qualify for extended testing time in all classes, but only choose to use it in one particular course.
Understanding the differences between being a student who receives services under special programs in high school and being a college student with a disability requires an understanding of the federal laws that govern each institution.
From infancy to the age of 21, children with disabilities are protected under the Individuals with Disabilities Education Act (IDEA) of 1973. Postsecondary students are covered under the Americans with Disabilities Act ( ADA) of 1990. Simply put, IDEA provides equal entitlement; ADA provides equal access. The following chart will compare the two laws.
|Intent of law||- Free and appropriate public education
- Least restrictive environment
- Identification of children needing special education
- Provision of education and related services
|Ensures that no otherwise qualified person with a disability is denied access to, benefits of, or is subject to discrimination solely on the basis of disability.|
|Who is covered||Infants to 21 years or upon graduation from high school||All otherwise qualified* individuals who, with or without reasonable accommodations, meet the college’s standard admissions requirements and the demands of the standard academic curriculum.|
|Definition of disability||There are 13 disability classifications defined.||No listing of classifications of disabilities. A person is defined as having a disability if he/she:
1. has any physical or mental impairment which substantially limits one or more major life functions**
2. has a history of such an impairment
3. is regarded as having such an impairment.
|Responsibility for identifying and documenting need||School districts are responsible for:
- Identifying students with disabilities
- Providing educational and related services
- And doing so at no cost to the family
|Students are responsible for:
- Providing documentation of disability
- Assisting in process of determining accommodations
- Notifying the Accessibility Support Services staff of their disability
- All costs (not the post-secondary institution)
|Advocacy||The parent or guardian is the primary advocate.
At age 14, students are invited to participate in the development of their Individual Education Plan.
|Students must advocate for themselves.
The Family Educational Rights Privacy Act (FERPA) guarantees student confidentiality.
Conversations with parents regarding confidential information without the student’s written consent is illegal.
*Qualified individual with a disability is an individual with a disability who satisfies the requisite skill, experience… and who, with or without, reasonable accommodation, can perform the essential functions.
**Major life functions mean activities such as caring for oneself, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working.