I have found working in coordination with the school's disability services to be most helpful. Students with diagnosed disabilities often have reasonable accommodations from the office of ability services which are made in conversation with the students and the documentations of their needs.
Using these reasonable accommodations, I am able to build upon the support and experience of the student to help enable success.
American Sign Language. I have a tendency to speak with my hands in regular parlance anyway so I've put them to work for a double communication of content.
Thanks, Rocco! These all are good examples of strategies for helping students with learning challenges.
Jay
ED106
Thanks, Damon, sometimes that is all that it takes. Extra time and attention are always good strategies for assisting students with learning challenges.
Jay Hollowell
ED106 Facilitator
For most of the students that I have had with documented learning accommodations, simply more time and walking them through some of the trickier content is enough for them to succeed.
One on one tutoring before or after the class, group work, using outline notes that they can fill in during lectures, recording, moving students closer to front of the room, extended time on tests and student tutoring.
I let these students record the leture with a voice recorder. I've asked the class if one member would take notes for the student (with the permission of the student with the disability, so as not to embarrass that student). I've made my notes available online for students to retrieve as needed (I create a website for this or I use the existing course management system of the institution for which I'm teaching the course). I use different methods of instruction to try to reach as many people as possible. I ask the student what works for them in teaching and learning. And, I work closely with the Office of Student Disability Services to learn what accomdations would best suit the student, especially for test taking.
The ability as an instructor to dip into the many different presentation styles in effort to tap into learning styles of everyone. In the process, it is likely the students needing extra support may find insight into how they are processing the data best
One student has difficulty listening to lung sounds, because of a hearing impared difficulty, so we acquired a stethascope that had increable audio ajustments.
It is difficult when there is a known student, having a disability, but they do not approach and inform me. As an instructor I am not allowed to question them, but must wait for them to approach me. It's hard when I know they could do better on their assignments if they would let me know what is difficult so I can help them to reach their full potential.
Working one on one and adding stories to lectors to help the facts stick.
When working with my student who have a learning disability, I always make it a point to review the student's IEP if it is available. By doing this, I am able to see what accommodations are legally mandated and what the student's exact learning disability. From here, I am better able to gear instruction accordingly. In addition, allotting more time for assignments is always helpful, as well as reducing work load if needed, and more one-on-one instruction with the student.
Give more time on test or read the test to them
As you note, these ought to work for all students.
Regarding 3a, I try to make myself available. I tell students to call me at anytime - and that I will take individual emails. Of course, the phone call gets faster attention. I have had students tell me that I'm one of the few instructors who will offer such access. I do it, as I am an adjunct, and cannot be on campus 100% of the time - whether onine or physical.
Thank you Summer. This is another idea that I can incorporate into a more aggressive 'listening' mode at the start of the term.
Online, I always have individualized introductions, but not everyone participates. I have not been using them in my physical classroom, but will in the next term.
This thread has been very helpful to me, as my experience is limited. I will slow down and spend more time observing and listening at the start of my next term - both online and in the physical classroom.
More time.
In the online environment, the school has directed me to give a percentage or a number of days additional time on an assignment or quiz.
In the classroom setting, I have used repetition, which I find is meaningful for my students without disabilities as well - so, I believe it's a win-win.
One way I try to support learners is by contacting the textbook company. Usually, they (or a partnering nonprofit) can provide audio versions of their textbook or extra support materials. I have found that many resources already exist and that I do not need to reinvent the wheel.
Also, I reach out to our university's academic support center. They have a number of resources, from private tutors, reading specialists, etc. that are provided to students - especially those with IEPs.
Thanks again for great ideas and insights everyone!
Rick
Small groups and also allowing more time for them
