I think that the course outlined several good methods for supporting students with learning disabilities. However, the first thing a student must feel comfortable doing with an instructor is self-advocating early in the class. One problem that I have had to confront with many students is a late-in-the-term self-advocate – a student that will inform me that they need more time do to a learning disability in the final weeks of class.
To help students feel like the can approach me with learning concerns, I attempt to broach the subject in the first few classes to let students know that I’m open to working with their needs, but that I will not change course requirements. Once I know about the needs of specific learner, I can help that learner develop a plan for success. For example, in English or Literature, I can edit and provide feedback on paper drafts, or suggest they ask for a writing tutor.
Hi Stacy!
Great suggestions! I actually believe when a school has institutional supports, the student and instructor have a much better chance of being successful in the classroom.
Keep up the good work!
Jane Davis
ED106 Facilitator
I think extra time for testing is an easy accomadation to make for any instructor. Institutional support would also be an easy way to provide students with extra attention, with suggestions to instructors to maintain continuity.
Another way to help a student with disabilities is actual on the job typ e of exposure
I foind this type of help is good with student with academic type probllems
Preferred seating toward the front is something that definitely helps. I have found after talking with a number of students who have learning disabilities that trying to find a partner in class to sit next to them works really well. They can share notes, they can work out problems together (I'm a math teacher), and they can compare ideas in class and outside of class as well.
Clients with learning disabilities are quite challenging. By taking extra time with them and insuring that they understand and can cope with the material presented, both the instructor and student receive rewards for success.
The information in this section has been very helpful to me.
Earnest J. Kendall Associate/Instructor
I believe that patience is key in this area, as well as understanding each students need. Once the need is identified, a plan can be made to help with the success of the student
Hi Michael!
I like your approach! Keep it simple and understandable for all students.
Good job!
Jane Davis
ED106 Facilitator
I
think this is a great idea and will try it.
I'd say that an important component of support for students with learning disabilities would be to "normalize" the disability in the classroom. I do not mean to make little of the disability, or to treat it as insignificant here...No, what I mean is that when there is an identified problem, it is important to try to incorporate the remedy--whatever you deem that to be in the particular instance (further explanation, underlining important words, etc.)--into the classroom lecture.
This will (should) help all students, and at the same time demonstrates to the disabled student that you are actively willing to work with their issues, whatever they are, as long as you are made of aware of them.
I make myself available to my students all the time. Sometimes it can be difficult to determine what problem a student may have, and they usually won’t be comfortable talking about it in class.
I like to check with students in my class what works for them to understand material.I use a lot visual aids (white board,power point and subject models rather then over complicated
reading material. I use a no frill approach to written material being sure their is graphics/pictues in content
Hi Laura!
I agree that instructors must know a student's challenges before they can truly help. However, I do think there are a few things that we can do for all students. Bold and highlight important info, add vocabulary boxes to the handouts, have small group study time where students must interact with piers. Keep thinking about other things that you can do and ask colleagues as well.
Good job!
Jane Davis
ED106 Facilitator
I try to reword some of the lesson content to use use that may be easier to comprehend, as well as using multiple words or phrases.
If I have a student who has trouble with the written word I will often spend extra time after class reviewing the material with them. Often I will work to find different ways to express and illistrate the concepts. This works well in lab where I can spend extra time showing the student how the information is applied in the feild. If they can grasp the aplication in a practical setting it makes understanding the written explination that much easier.
I've found that student buddies work very well.
Patience, acceptance, willingness to be supoortive and creative to works with the student and adjust as needed to meet the student's educational needs.
Absolutely. I agree that in working with adult learners it is very important to homor their experiences in learning that came before. I also think it is important for students to advocate for themselves in their learning.
The most important thing you must have is patiences and you must remember that everyone has their own learning style.
