absolutely Earl! Don't change it is it works!
Good job!
Jane Davis
ED106 Facilitator
Hi Earl!
It's great when educators can be proactive in assiting students with adjustment issues. I am of the mind that most of us have some learning challenges. For example, I consider myself challenged because I have never been successful with learning algebra - not necessarily a handicap or LD. AND - the truly learning disabled can teach us many things.
I like you approach! Keep up the good work!
Jane Davis
ED106 Facilitator
Giving students more time is the main accommodation that I have done. I also speak with students before and after class, when there is not enough time during class, to fully answer their questions and try and reduce any confusion.
It depends on the severity of the disability. The college classroom is not a lab for working with disabilities. If the student requires more time to finish assignments, he/she should be given it.
More time on assignments and tests is certainly helpful but, coupling it with the ability to empathize with the student can go a long way in coming up with other methods to help the student achieve success.
I think you should give those students more time.
I find that giving them one on one tutoring helps a lot. It eliminates fear in the student and it allows them and I to target certain issues one on one.
I encourage my students with dyslexia to tape record all the lectures so that they can utilize their other strengths.
I think having a reader to give the tests orally and write down the answers given is something that is very effective. These students know the answers and aren't as frustrated by the mechanics when given the opportunity to test by this method.
Some students with a history of learning issues have an idea of what practices work best for them. Instead in seeking new methods, the techniques used in past setting may work in their new environment. Students can also adjust better by employing methods they are already familiar with.
We provide one-on-one support for students who might experience adjusment issues in returning to the classroom setting. This allow them to express their frustrations and fears in a safe environment. This can also be accomplish with group work in helping them realize that they may have commonality with "regular" students as well.
Asking them what has worked for them in the past and trying to apply those same procedures to help them at this time.
Hi Earl!
What do mean by "what has worked well in the past"? Do you mean in another class with a different student or do you mean what another instructor/counselor or student has said has worked for them?
I suppose, regardless, it is a good place to start.
Good job!
Jane Davis
ED106 Facilitator
I agree Earl! And - it may be as a result of being labeled when they were a child since it casued ridicule, embarrassment and shame. So how can we help adult students to let go of those hurtful feelings and ask for help?
Keep up the good work!
Jane Davis
ED106 Facilitator
Hi Mark!
I have read so many posts that suggest that "time" is critical in supporting those challenged students. The student must also remember to give themselves time in there personal study habits.
Keep up the good work!
Jane Davis
ED106 Facilitator
Hi Lenore!
I was a very non-traditional student and if it hadn't of been for my high school son, I never would have passed college algebra!!!
Good job!!
Jane Davis
ED106 Facilitator
Taping a class for instance, or writing larger letters when writing on the board. Perhaps I could provide power point presentations to the student with disabilities, or designate particular study groups without the disabled student being intimidated or taking it personal. I could ensure that the support materials that they are used to are available. And I need to remain in constant contact with that student to ensure they are encouraged to continue with their short and long term career education goals without being discouraged. My experience has been that students who are not in denial about their disabilities are usually high achievers.
I can vouch from Alan's comments. I have seen students prosper academically by receiving just a little support. One key is to be consistent throughout the course. Encouragement and letting them know you are in their corner are essential.
Is is s good idea to initially focus on what has worked well in the past and even put then into practice as a means to establishing rapport with the student.
I believe many adult students with learning disabilities may try to hind their learning issues rather than being a self advocate for their needs.
