It seems like most of my students with learning disabilities have problems reading text and retaining it. I try to summarize the text and give examples to help them relate the information and hopefully retain it.
Developing understanding of their life experiences....some come from other countries/cultures and their discussions provide perspective on the circumstances of life in their newer country....
Lawrence,
this is a great approach & I believe helps establish that open line of communication so they will be more likely to ask for help in the future.
Ryan Meers, Ph.D.
I talk with them individually after class to check their comprehension. Often, they do not want to ask questions in class because of their worry of looking dumb because they do not understand the words.
Tracey,
it can or I like to group them up with complementary skills.
Ryan Meers, Ph.D.
I was thinking of grouping students together that are opposites...those that have the skill and those that don't? Does this work?
James ,
what an excellent point, especially about the value of reinforcement & repetition. We have to monitor for the overwhelm or shut down by these students & help them be successful.
Ryan Meers, Ph.D.
Gina,
to me this is one of the best strategies as we help the students relate the new information to an already familiar concept or activity.
Ryan Meers, Ph.D.
Students with learning needs are not any different from the students that have never been exposed to a certain type of knowledge. I find that repitition and reassurance of the information is what is needed to confirm the understanding of the material. I have dyslexia and found it very difficult to "keep pace" with other students in my earlier years in school. I had to create a method of learning that helped me keep on pace. I apply these methods to this day with the students that have special learning needs because I was in the same situation and understand how they feel when something does not compute. People shut down and reject progress if they feel uncomfortable with the situation, therefore a little bit of reinforcement and repitition is a very helpful tool.
Trying to align the concept with how they will use it in their new filed. I try to underscore that with my own experience when I can.
I try and use examples as best I can. I will try and relate it to what the student is already doing.
Robert,
this is an excellent point & one that should not be overlooked. Engaging the students in their own success not only encourages ownership but a sense of pride as well.
Ryan Meers, Ph.D.
Many times, I think, students *know* what techniques they can benefit from and what they respond to best. When possible (discretely, before or after a class, or in a small "sidebar" conversation in class), I'll come right out and ask - "What can I do to help you out here - what do you need from me?" And then they'll come right out and tell me - "I just need you to slow down sometimes" or "I just don't read as fast, so if you could go over the textbook a little more..." Students need to be a partner in their own education, and need to be allowed a "voice" in how to best reach them. We can try every trick in the book, but sometimes the most effective trick is to just ask the student - "What do you need from me to help you learn this?"
I have tried to have my ELL learners use translating into their first language. I find my ELL learners are always struggling and I think the recommendations in the course will be helpful
Give the student more involvement in the classroom, do everything posible to make the student comfortable and gradualy increase the level of dificulty, without overwhelming them assist them in any extra assigments and work for skill development.
We have some students that take twice as long to learn as others, so we do extra tutoring sessions to try and keep them with the rest of the class.
Staci,
yes, these examples & sharing of the experiences provide the context that is often lacking from the theoretical concepts.
Ryan Meers, Ph.D.
Phuong,
yes, the tried & true learning & memory techniques are a great method to share with these learners who are having more difficulty.
Ryan Meers, Ph.D.
Cynthia,
context really is a key to understanding & learning especially unfamiliar words & vocab. This is true for second language learners, struggling learners & really any of us encountering unfamiliar terminology.
Ryan Meers, Ph.D.
the best method is to have as much one to one lesson and plently of tutoring for that student. when it comes down to memorizing the old technique will be flash cards. the strategies always work
