Sit the student down and come up with a list of ways on how the class material can be translated in a way that they can adapt to and learn with the least amount of struggles. Ask them their past ways of how their learning guidelines were laid out. After that incorporate their new learning way with the material you will be teaching and set dates with exceptional goals as well.
The biggest things to do are to talk to the student and identify their needs. It is also important to see if they have an IEP on file.
Discuss additional resources your school may offer, sometimes students are unaware of certian perks your school may offer.
I think one area that teachers often ignore is written instructions. If a student has a reading learning disability this effects their ability to read instructions no matter what the class is. The student could be excellent in math, but when unable to read the instructions they may guess and get all the answers wrong.
Many times students will not tell the instuctor of a learning disability. I therefor monitor their work closely for any signs of LD. If I do suspect a problem, I discuss my concerns with a professional from student services for further evaluation
I think that the school should be able to assist the student with this matter. The student is there to learn and has a disability and regardless of this situation he or she needs to be assisted with learning the material needed.
I have a student who is diabetic and his sight is affected by the disease and the school provided a program on the computer to magnify the screen.
Labeling is a big no no you just kill thier confidence. Making them feel they can success just like any other student is important. The instructor has to be willing to find ways to help them thats all.
Depending upon what the disability is that will determine the support.
In the past I have dealth with students who have trouble with reading comprehension. I would have the em read one sentence at a time, pause and ask how they understood it. Write a brief meaning on the side of the paper. Read the next sentence and continue... on and on. This is very time consuming but helped.
On another occasion I had the students bring highlight markers to force thier attention in one area. The colors made it easier to notice the words or phrases.
I meet with the student and ask them what I can do for them. What are things that have worked well for them in the past? Do they need to record the lecture or sit closer to the front in class? By the time an adult learner comes to my class they are aware of has worked well for them to learn.
When you first see in youir class that they are having a problem then you want to talk to them and find out what works for them. offer them tutoring and allow them to have the time that they need. You will have to adjust your teaching style when youi can so they also have the same learning environment as well
I have a student with dyslexia and after every lecture she will give me a copy of her notes so I can make sure she has all the accurate information.
I must echo other comments and that is patience. Though it may be frsutrating to the instructor, it's not about you. If there are issues ask for help. I find it's also important to help boost their confidence and ensuring there's open communication.
Find what works for that student so that you can help them be successful. If it's one-on-one tutoring outside of class, or having handouts with larger font then make sure the student knows what options are available to them to help them succeed.
I think one way would be to simply self-educate by take courses, having workshops or just reading more about some of the more prevelant disabilities so we as instructors can learn how these different types of people tick. It would enable us to look for signals as to when they are struggling or on the positive side when one type of learning style if most beneficial to that type of student.
Some ways of helping students with learning disabilities are through one on one instruction, asking the student to let the instructor know their ways of learning and by letting the instructor know what worked for them in the past. Give them more time and examples of application to create further comprehension of things.
by allowing them a little more time to complete work
I agree with this. I also find that with one on one talks with the student that they start to fell safe and things will start to come out about there disabilities.
in my experience, I have allowed extra testing time. Provided a quiet room for exam taking free of noise and distraction. I have allowed a calulator or a dictionary for translation. ANy resource that is avaialble that can help the student to sucessful.
Talking to adult learners about support that has helped them in the past can provide excellent insight on how to help them in your class. Drawing the student out by asking them specifics about their challenge will facilitate conversation and provide ideas on how to proceed with their education.
