Hi Steve!
A great observation about challenged students. Labeling students over the years has certainly handicapped them in many ways other than there documented handicap. Self esteem building a a critical step in our teaching process.
Keep up the good work!
Jane Davis
ED106 Facilitator
I believe one of the ways we can help is to nurture self confidence. If the student is more confident, they have already met with a level of success and know they are capable of more. In my experience, many students with learning disabilities have been told they are not "college material" which, in its own way, infers they are not as intelligent as others. I've learned nothing is further from the truth.
Our school has one particular person who meets with the student and the instructor to discuss a plan- students are also coached by the instructor often to give them feedback as to how they are doing
Allow the student to have more time and assist them.
I do give them handouts with more detailed information included. I allow tape recording in the class during lectures & demos. I will give them a list of items thay will need to know, in advance so they will have addtitional time to prepare.
Greetings Peter!
What a wonderful approach! People need to be recognized as individuals and respected for who they are.
Keep up the good work!
Jane Davis
ED106 Facilitator
I use my hip pocket technique.
After observing the students on the first or second day, I can generally see who may have a challenge, and at that time I am working side by side with them on a daily basis to encourage and support them in this field that they have chosen.
I also relate some of the challenges that I have had, and try to reinforce them knowing that with a positive attitude and patience they can and will have a sucessful class.
I also ask prior students with similiar challenges to come in and talk to the student to encourage them not to give and and not to be too hard on themselves. I do not let them beg off, but look at their efforts throughout the day and grade accordingly. I find that if you are fair and communicate with these students, give them respect then you will not even notice their disabilities, and this way you learn more about youself as an educator and as a human being, and they in turn learn how to be sucessful even with percieved dissabilities.
While I too suffer from learning disabilites, I always share this my students. Those with disablites feel relief in know this, as they fear they will be judged by other classmates. Once everyone shares these learning disablities, the entire class helps and supports those other students. I believe, no student will be left behind (at least in my class). I keep things simple, yet challenging for all.
Our campus offers wonderful tutoring support and I strongly encourage that. I try to offer different assignments for those struggling with the "usual" methods of testing.
I think you need to know which learning disability and what exact challenges it has on my student. I want to know the services the college has to offer them and how to help facilitate those opprotunities.
Either by listening to the student's previous experiences and apply them to the present, get advice from other instructors who may have had that student before, or a psychologist on staff who might be able to enlighten you.
Having a child with a disability has helped me understand the world they live in and how they function. I have seen that initially, observation is the key to help determine a potential aid(s) in areas that the individual may need to be successful. When having seen opportunities an individual faces, getting acknowledgement on those issues has proven to be a next step (based on my experience). From this point developing aids for the individual is key to aiding in their success.
I have 3 children with Dislexia and I find support and patience is required. Positive reinforcement and positive reinforcement is tantamount to the child's stress level and the will to carry on and not quit.
I agree,I think it is that first step for the student to self advocate enough to let you know
what their needs are.
Thanks
You're right about the need for the student to self-identify. If we take an obviously challenged student aside, we also must be very careful not to suggest a learning disability, which would violate all sorts of policies and protocols.
Asking the student for suggestions that might help is a good step. Some of the suggestions might be beneficial for the whole class, and we could go ahead in implementing those--for the class. We cannot, however, give the student extra considerations not available to the rest of the students until that student self-identifies and makes a formal request for special accommodations and has that request granted by the responsible administrators in our school.
I know that sounds frightfully legalistic and hard-nosed, but there we are!
I have found it best for the student to bring a tape recorder. This way they can go over the material discussed in their own time frame.
Just knowing what institutional support is available will go a long way. If your college has a tutoring program, strongly recommend or require that the student have a standing appointment. A tutor can help the student comprehend and retain the material by reviewing, quizzing, and suggesting comprehension and memorization techniques.
We have a good support system at my facility for helping students with disabilities. this makes my part of this job clear and easy.
I tend to give students more specific coaching that have diabilities because they need to know I am there to help them succeed.
Your more than welcome - keep up the good work!
Jane Davis
ED106 Facilitator
