Speaking with the student to learn what has worked for then in the past.
I didn't know that they had a word to describe people that had problems with math. It is necessary to know how to use formulas, and I teach the students how to do that, with repetition and problems starting with the simple and working towards the more complex problems.
I also teach the students how to NOT do the math, when ever possible. If you know your normal values, and all the components of the problem are normal values, chances are that the answer will also be a normal value. Not doing the math saves time on a timed test.
Also, if you study and understand the RELATIONSHIPS between the parts of a problem, you will know that if *this* goes up, then *that* goes up proportionately... or if *this* goes up, then *that* goes down. Often, my educated guesses work better than solving the problem by working the equation, and they save time.
Another thing that I teach is how to simplify the problem, by eliminating some of the smaller details, and getting an answer that is "close enough", and know that the actual answer is likely to be just a little bit higher than the answer you can come up with by doing the simplified math in your head. Some people think this is cheating, but I only teach shortcuts once they have mastered how to solve the problem using the actual formula.
I have found that the following accommodations was very helpful. Research and experience have shown that these methods can assist students with learning disabilities.Presentation with audiotape,
providing things in large print, and presenting instructions orally.
I often will stay and tutor students if needed. On the first day of class I am going to have students answer the question "How I learn best and ways that are difficult for me" I wonder if this would help me recognize the students that need special attention sooner. I also like to switch group members around so the students get exposed to other classmates.
Bronzel,
these are all really great ways to help those learners who may be struggling & they can be done with very little extra cost & time.
Ryan Meers, Ph.D.
I always use all methods of comprehension as lecturing, writing notes and drawing, which I found helps a lot, so I try to give a visual pictures
irina,
yes, the more avenues we can use in the more the students will benefit as we reach all learning styles.
Ryan Meers, Ph.D.
irina,
yes, the more avenues we can use in the more the students will benefit as we reach all learning styles.
Ryan Meers, Ph.D.
I am fortunate to instruct with books that come with a CD or an online companion website for the textbooks. The CD can provide review of lecture material in an audio, visual, and game format that allows the student time to review, process, and master the material. The combination of lecture, demonstration, hands on learning, and computer companion sites offers the students a wide array of learning adjuncts that can help them master the course material.
Some of the strategies that have proven effective when working with students who have learning disabilities include using relative terms and experiences to help them "see" the bigger picture, making the course work more hands-on as opposed to a lot of lecture and taking the time to go that extra mile when they feel as if they need additional help with specific lessons.
I have a reputation for including hands on materials in most of my classes. I find that this is helpful in assisting learners with disabilities. The students know it is "my" way and no one questions that the real reason is to assist someone with a learning disability. The only thing that varies it the degree that I use the hands on.
Finding out what adaptations and support has helped the student in the past is key. At the higher levels you can find that much of the work in dealing with the disability has been done, and simply follow suit when applicable. In general though, simply allowing more time, sectioning test questions and notes, and classroom arrangeements can all be helpful.
Showing the student a lot of patience and understanding. Giving them the proper outlet to express themselves, and working with them to make sure they are grasping the material. I think it's also important to use varied methods of teaching (lecture, visual, videos, etc.) to accommodate not only students with learning disabilities, but also students with different learning styles.
I, too, have come in contact with students that have had a problem and I find that talking with them and understanding what is going on with them is of great help in getting that student to becoming a success.
Terry,
this is a great first step as it helps us connect with the students & encourages them to open up to us.
Ryan Meers, Ph.D.
I used to work with students having Dyscalculia.It was very challenging to help them succeed.It took me time and patience but at the end all of them had good grade.It was a great experience!
While I was in dental school one of my fellow students has dyslexia and was given tests orally.
I believe that incorporating hands on training when possible helps to reinforce how the classroom training. Spending extra time on aligning the two different types of training can pay great dividends in comprehension of the lesson.
I have worked with students with learning disabilities in allowing them more time to complete exams. Specifically I have had students that are auditory learners, which thrive when having their exams read aloud to them. In addition, an Academic Coach can further support students by reviewing flash cards with them aloud. I have also found books on tape and tape recording lectures for students, which have proved to be beneficial.
Brittney,
these are all great ways to help students with learning challenges & difficulties & most can be easily implemented in our classes.
Ryan Meers, Ph.D.
