I feel cold sometimes but our policy is that we will make accomadations with proper documentation. And until they bring that from a physician, I must treat them the same as any other student.
Joseph,
yes, many times we are bound by these policies; we can demonstrate to these students our openness to listen which might encourage them to share/disclose with us.
Ryan Meers, Ph.D.
To make him/her open to me and share his/her difficulties in life or support he/she needs in order to succeed. Once I am able to gain their trust, then life becomes smoother. I can help them based on their shared difficulties.
Retaining the student and keeping them motivated can be a challenge. They often become frustrated as they see their peers progressing at a faster rate. It's important to acknowledge and reward each small success these students have.
Sharon,
this is true & to keep the positive in front of them so they stay motivated.
Ryan Meers, Ph.D.
I taught at a private university for 14 years -- considered at the time the largest, world-wide institution -- and now for six months at a local career college. I have not yet experienced a student with a self-disclosed learning disability. However, this information will be helpful when I do have a student who needs this help.
For the student to talk with me about it, because they might be to embarrassed.
Dave,
and demonstrating the openness to help them & be there for them is key.
Ryan Meers, Ph.D.
The classroom setting is the greatest challenge to working with students with learning disabilities. It is a challenge when trying to provide specific accommodations/modifications for one or more students, while trying to keep the average and above average students motivated. While well meaning, sometimes an instructor can fall into the trap of catering to the learning disabled students and start to sense the loss of the average/above average student’s motivation.
The classroom setting is the greatest challenge to working with students with learning disabilities. It is a challenge when trying to provide specific accommodations/modifications for one or more students, while trying to keep the average and above average students motivated. While well meaning, sometimes an instructor can fall into the trap of catering to the learning disabled students and start to sense the loss of the average/above average student’s motivation.
Karen,
this is definitely an argument for strong self-monitoring to try to make sure we are helping all of our students be successful.
Ryan Meers, Ph.D.
Working with students with learning disabilities will benefit from understanding and trusting the instructor with work with them.
Candace,
yes, we have to demonstrate, as the instructors, our willingness to listen to them & help them.
Ryan Meers, Ph.D.
Candace,
yes, we have to demonstrate, as the instructors, our willingness to listen to them & help them.
Ryan Meers, Ph.D.
I feel the greatest challenge with working with students with a disability are that you must keep their attention, bc if you loose them they will be lost
I believe the greatest challenge to working with students with learning disabilities is balancing the time spent with students that need extra attention with those students that grasp the information quickly. You don't want to lose students by moving too fast or have them lose interest by moving too slow.
Anthony,
the balancing act is definitely one of significant challenge
Ryan Meers, Ph.D.
I've found that students with certain learning disability need extra help such memory. I found that some retain it and keep it whereas with others; what is said one moment is gone the next. So all in all the biggest challenge is getting them to retain the information whether they put the information on flash cards or not.
Ethel,
yes, retention is a key issue & helping them figure out the best way to learn & retain is vital.
Ryan Meers, Ph.D.
being able to distinguish between the students that do acually have a dissablility fromn the ones who do not and just want accommodations
