What are some methods that have been successful for you in working with students with learning disabilities?
Most of the adult learners that manifest disabilities in my classes, have presented me with having to develop, shall we say, "Off-the wall" approaches to subject matter & delivery. I find that very often, I cover a topic, and then ask the usual: "Any questions"? I glance around the room for any response. Suddenly, I seem to have a bad case of, "The same-three zombies", staring back at me. These are the ones who, early on, exhibited the signs of learning disabilities. I find it fairly helpful at that point to go around the room, choosing "Other" students and asking them to express their viewpoint on the topic just covered. If I have, say, 15 in the class, the learning-disabled students are now presented with many other approaches to the topic. This is a great way to not only get the material to those students, but to dispel any incorrect assumptions made by the 12 other students. It also does 2 other things. The slower learners feel less intimidated, and they usually "want" to actively participate. After all, "Everybody's got something to say, Right"?
The comfort level knowing they can take an exam in a private room with time and one half is a comfort to the students.
Question the student on their level of understanding and what actions the teacher can provide ordirect to assist them.
Ask for demonstration of how the student studies
Support the student in thier style of learning and introduce augmentive ways to enhance this style of learning.
I have not had the pleasure of working with students with learning disabilities. This section was most helpful in understanding others.
Regular tutor sessions and color coding flascards.
Alot of one-on-ones. Most often than not, at this stage, they know what works for them. I just try to be very patient and find new ways to improve on whatever techniques already in place. I always give an incentive to do better or stick to plan. Praise is the cheapest incentive and it works
Deliberate methodical instruction - presented to facilitate the and challenges of the students with learning disabilities -
instructional recordings of lectures -and individual help whenever possible has proven useful in the past
First, I identify his or her learning style and I develope a strategy plan of teaching them, such as:
* giving them support and assistance when needed
* giving them instructions with step-by-step instructions for clarity
* use of plenty of examples
* asking questions for understanding
* use of demonstrations
Other than tutoring these students personally and speaking with them frequently after class, I take the time to talk with the Program Directors at my college who already know them well. They usually give me feedback as to how sever the learning disability has been in terms of hindering the student's success in previous courses. Usually, extended time on quizzes or tests is helpful, but my college would benefit from establishing policies to help better serve these students on a consistent basis.
I would pull each student to my desk to see how they are understanding the assignments and to see what I can do to improve in helping with the student's career goal.
Allowing for different methodologies of application, such as when instructing a muscle, having all participants palpate the muscle and perform the action while lecturing.
I will give students with learning disabilities more time and attention so that they can better understand the course content.
Keeping your eyes open is the best!
I'll often watch everyone's faces as I teach. If I see that a particular student seems "zoned out" or squints, or makes frustrated faces, or pauses a lot, I try to focus on that individual in a not too overt way until I think they understand the concept we are learning about.
So far the most success was obtained by slowing presentation of materoal to them and adjusting quizes and test to a format that they are more comfortable with. I had a student who would fail all written tests yet when the same question was verbalized he was very capable of providing clear and goo answers. I worked an arraingement with him that he would take the written test then after I had corrected it we would go over it together by ourselves and he would answer the questions verbally. I would then use the verbal answer, note it on the test and rescore the test to reflect his actual knowledge. This was noted on the test as well as in his class records for future reference.
Strategies I have used with students with learning disablities is many discussions in ways I could help. There was 1:1 time in discussions, allowed the use of tape recorders. Perhaps the biggest was more time for testing. They were accommodated with a quiet environment and not rushed. At some point we did have to call time but they had at least an extra hour.
After being aware of the disability, I accomodate the student using a method thet best fits his/her needs. Over 20 years being an educator, I have discovered many students who have never been diagnosed with a learning disability. If one listens to students read, he/she can tell much about the student. The same goes for reading what students write. Being a reading specialist, I have learned much from reading what and how they write. When I notice that they write in the way the hear, I can tell they have a phonological problem. If the cannot hear the word or letter in their mind, they cannot spell it correctly either. I work on phonics with them, get them to help younger (elementary) students read. We all learn from teaching. I have discovered that by helping others to read increases the teacher's (one with disability) ability to read. Also, they do not mind learning phonice if they think I am remediating them in phonics in order for them to teach the young ones.
Jason,
yes I think being "connected" with our students helps us to really be able to tell who needs help & assistance.
Dr. Ryan Meers
allow extended time, frequent breaks,
preferrential seating,good lighjting and acoustics,use large print, audio tape or designated reader,get response by verbal, tape recorder or computer means.
I have not worked with many students with learning disabilities, but reading the post here it seems that most just need extra time to complete exam and quizzes.
I also like the suggestion of allowing them to take exams in a room alone to decrease distractions.
That's a great idea. Students can be a great benefit to other students with a learning disability, because they can relate to what i being taught and what helped them to understand the lessons.
