Not a learning disability
I find it helpful to relate to a student with a "learning disability" by identifying my own strengths and weaknesses with learning to remind them that the human race is not perfect.
I completely agree. I'm not stellar at math never have been. I have always known this and have spent a great deal of time working to correct it, but i'm just not naturally inclined to easily process that sort of information. I would relate this idea to student to reinforce the idea of working with what you have. There is a way to work around most things, it just takes patience and the dedication to continue until an answer is found.
brian,
good point & one that we need to help our students see--they won't be the best at everything but they need to work with the skills/abilities they do have.
Ryan Meers, Ph.D.
I was informally diagnosed with a auditory processing disability in high school and learned a handful of great ways to cope with it. When I have students advocate for themselves about a learning disability, I ask what worked for them previously. Here is the key for me, if they know what worked or can talk about different methods they used to compensate, I can work with them. If they answer with "I got extra time and stuff for exams", i begin to wonder if their learning disability is just 'laziness' and now we have to do some 'investigative discussion' to figure it out.
So as Kyle points out, the human race is not perfect, but if you want to find a solution to your problem you have to come to the table with ideas/suggestions/experiences. I let my students know I can't fix their problems I can only help them fix it themselves.
I just want to "like" this statement and will be using it offen
I fully agree. What wonderful responses!
That's a really good idea. The student will be able to relate to you more and may be willing to open up about the difficulties (s)he is having in class.
I like this suggestion. I have bno expertise about Learning Disabilities, but asking a student what works best for them is great for me. I like to know that, so I can adjust my teaching accordingly. Of course, if they have made i this far, they must have figured out some ways to work with their own traits. Thanks for the insight.
Kathy,
yes, this is a simple thing to do but it can carry a lot of weight.
Ryan Meers, Ph.D.
