This guide for educators shows how to recognize and respond to students with 'invisible' disorders that affect learning, how to adapt teaching methods and course formats, and how to provide accommodations. Early chapters are devoted to dispelling myths and outlining the legal framework. Later chapters highlight specific disorders: autism spectrum disorders, attention deficit/hyperactivity disorder, language processing disorders (including dyslexia), anxiety and obsessive compulsive disorders, and affective/mood disorders. These disorder chapters provide background and information on physiology, comorbid disorders, common presentations, and ways of supporting students with disability. Subsequent chapters offer recommendations on universal design and changes in class formats for lecture halls and smaller classrooms, with a final chapter on institutional policy in areas such as employee workloads, expectations of faculty, and disabled faculty and staff. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)