Strategies for Working with Students with Learning Needs
Working with students with learning needs can enhance the experience for the instructor and the student. The instructor can individualize the needs of the student. For example, if a student has a vision problem and is unable to see the board I write large in black. I also suggest the student sit near the front. Also often I put students in teams with a team leader who will work with their team members. I find this is a way for the student to have additional support in the class to help. Additionally I suggest the free tutoring available at the school. Also I encourage the student to see me during my office hours.
The administrators at the college I work for have helped me helped students with learning needs such as a special computer programs to help students with learning needs get what they need to be successful.
What are some strategies that you have used when working with students with learning needs?
Patience is vital to understanding specific problem areas.
I encourage students to see me after class or during class breaks. Often, students are ashamed to ask questions in front of the class-especially if they are having difficulty reading or comprehending the material. This way I can work with the student one-on-one and present the material in a way that the student can understand.
I have one of these students in my class and I must admit at first I was frustrated with the student. I then got him a tutor and sent him to the learning center in our school and the student is now progressing. He at first didn't get his homework done and I thought he was lazy, when indeed he was just struggeling with reading and writing.
a good way is to show them actual photos pertaining to their trade area
Each learning need can be a different formula all together but using multisensory learning techniques helps to ensure that all learners will fall into the safety net.
I feel that the opportunity to teach is an honor, and I want my class to know that I value them as students and individuals. I often ask them on the first day what is a passion that you have outside of this school? I want to know you, so that I am able to recognize when the ability is there but there is a hindrance. I hope I don't ever become so jaded that I miss an opportunity to help a student overcome and not only learn but conquer the material.
Patience helps tremendously. A lot of times the student can sense a bit a frustration on part of the instructor. The instructor must be encouraging without being misleading.
A primary strategy I use first involves observation. As I observe and interact with a student I discern strengths and weaknesses. I encourage them to keep a positive outlook during the learning process. Remaining positive while life is confused and frustrating is difficult. I then look for ways to reward successes no matter how small. And most importantly I identify weaknesses and look for ways through varying instructional delivery to determine what the student is able to understand. With patience, "baby steps" and positive feedback learning is greatly enhanced. Watching a student realize they are growing is rewarding. Many instructors don't give enough to students with learning needs.
My daughter is disabled and throughout her life, I tried to provide opportunity in areas that she was deficient in. Today, she can read at the 12th grade level and understand what she is reading, yet she writes like a three year old. Her abilities now excel in reading and music, those were the two areas I pushed to have her gain additional opportunities in while in school. The main strategy is that everyone is different. We all have our own set of skills and abilities that vary widely. We, as instructors, just need to realize what specific needs each learner has and to address those specific needs.
I try to focus on the learning method that works best for that person. If they have trouble in one area such as reading, I try to show them an example that they can get the concept from.
Often we have students that have difficulty with math concepts. In these cases practical examples of the work come more easily and so we use hands on work to help the students. By coming at the issue from multiple angles we often find a working solution for the student.
This is a difficult area. I just had a student who has been in the States for 5 years. Obviously he is still learning English and uses his native language in outside settings. Since it was an English class we talked each week, usually one on one, about what he needed to keep doing to improve his writing and speaking abilities in English. The other area is that many of the students are from the inner city and are writing the way they talk. I constantly attempt to remind them to reread what they have written and allow other students to read their essays to draw attention to grammar, spelling and punctuation issues.
I agree with encouraging students to ask questions. Also I emphasized to students that there is not such thing as a dumb question. All questions are relevant is some kind of way. If I'm speaking to fast I tell students to let me know. Then I can slow down or repeat what was said in class.
I find one of the best ways to bring information down to a level playing field is to attach stories to the information. Inevitably, we never have students who are all at the same academic level. Every student, regardless of their skill level enjoys hearing a story during class that makes the information relevant. I attempt to tell humorous stories whenever possible since they tend to capture the most attention. In this kind of learning atmosphere every student can enjoy the information being delivered and understand its application at the same time. New words also become more interesting to the students this way, and having interest in a word is one of the most important factors in being able to commit it to memory.
Early recognition is very important. Once it is determined that a student has special needs communication between the student and the teacher is necessary. I believe that the more the student works with the subject the more they will retain. A tutor is a good first step. The student must also accept the fact the they must attempt the assignments, do the reading assignments and attend all classes. The instructor should make themselves available before and after class so that the student can have their questions answered.
I have a student that is mentally challenged and struggles in a regular college classroom setting. He is unwilling to go to a school that focuses on dealing with students that have his learning disability. By using one on one instruction, and being sure to include him when asking questions of the class, he gets more engaged in the subject matter. He will not volunteer to answer any questions unless specifically asked but engages well when prompted. The extra attention he requires sometimes takes away from the rest of the class who were able to understand the point to be made the first time given. This is the constant battle of trying to educate a slower student without losing the interst of the staudents who pick up information quickly.
Thanks for a great story! It rings true which is one reason I believe I am able to help students who struggle with learning disabilities.
As an instructor in the first class that students take in our program, I'm often the one to first experience the student that needs help. I am fortunate in that I work very closely with the director of the "Learning Assistance Center" at our school. When I see a student struggling, I try to talk to them during the first few days of class to let them know of the possible assistance they can receive. They have to ask, so I encourage that action. Once in a great while, I run up against a student who needs help, but does not want to ask for it or make any effort to help themselves. That can be frustrating. But, for the most part, the students who I counsel are successful in completing their work satisfactorily.
Using both audio and visual materials seem to be both intersting and helpful. This method also assist with learning healthcare information and terms.
