Knowing students may have disabilities
I believe it is important in delivering lectures, to ensure you take into account the fact there may be students with learning disabilities. If a student shows signs, either through their responses or questions during class, this should be addressed properly.
At the beginning of each term, I give each student a 3X5 card. I asked them to tell me if they have any situations, problems, etc. that I should know about that would possibly affect their education. These cards have proven to be very imformant, so I can help the student in the beginning before they get frustrated with the class later on.
Hi Jason, thanks so much for your input! I can only say, "bravo!"
Jay Hollowell
ED106 Guest Co-Facilitator
When I have a student with an accomodation plan, i treat them the same as the other students but check on them during certain task quietly to not draw attiention. Treating them with dignity helps them not to be nervous or disconnected in their learning process. The students respond very well to this as they are seen as the same as the others. I encourage 1 to 1 sessions after class for a few minutes to address any questions or comments they might have concerning the course.
As an instructor, I have a difficult time recognizing learning disabilities. I think that any student with this needs to disclose the information to the instructor. If they choose not to, how can we assist. For Example, On our last lecture, I had a student just disclose that he has dyslexia, and that tape recorders assist him. A few weeks prior to this, I had asked him to turn off the recorder during book lectures, and that he needed to ask before he records. I think since he needed to ask for him to record, he felt obligated to disclose????
I think it is much easier to work with a student if you know what the disability is.I work at a tech school and we get info from our managers from time to time that outline any disabilites the student may have. That info is very important in helping that student become successful.We use mp3s.when testing, we allowing additional time when testing,proper seating arrangements,etc to name a few.
I agree, I will be implementing the use of boxes in any new exams or handouts that I create. I felt my attention stayed more focused to the box around a paragraph used in this module.
I find that students may not be able to explain adequately what their disability is because they don't understand it from any other perspective.
Very informative module. Although i already practice most of the presentation methods and response suggestions, I found that more space on written test, underlining key words and boxing questions to be great ideas of the success of students with learning disabilities.
Sometimes I'm notified by the administration of a student's diability, sometimes I suspect and ask and it's not known...if the student doesn't self-identify, then IT IS possible no one could know...in that case, where does legal responsibility fall if there are problems later on?
It is so much easier to help the student suceed when you know what their disability is, but i have often run onto the problem of students being embarressed to let the instuctor know about the issues. I try to create an open enviornment by letting my classes know that i have dyslexia. I find that this breaks that barrier and my students are far more forthcomming.
I definitely agree with you Ian. I fell so much more at confidant when the students share their disabilities with me at the beginning of class. Being aware of what we are facing makes it easier and more successfull.
Anne
