Helping students to help themselves
I have had many students with LD's of some sort or another, and I recognize that they have challenges to learning material at the same rate as an average non-LD student.
That said- at what point should individuals be responsible for their own differences? The "real world" or "professional world" is not likely to give you time-and-a-half to complete your project, or to give you a scribe for your office meetings.
I think we need to start training students to be self sufficient and to integrate as normally as possible.
(PS I have several close family members with various different LD's and am very sympathetic)
This is the best approach for my teaching situation. The students are there because they have goals for their personal and professional life. They are proud that they have made it "this far" and some resent it if the instructor (me) makes them feel disabled; this takes away from their pride in themselves and what they have already accomplished.
Hi Stephanie!
I really like your different teaching strategies approach. It makes perfect sense to me because it addresses the stregths and weaknesses of most students in our classrooms. Then for those students who need extra attention, we are more able to address those needs one-on-one.
Keep up the good work!
Jane Davis
ED106 Facilitator
I agree with Nicola. My husband had ADHD which, for various reasons, went undiagnosed until after he completed his Master's Degree. Even though he struggled in some classes, he found ways to cope and succeed on his own (he scored at the top of his class for his MA). In the professional world, people don't get the extras we are saying we should provide in the classroom; you can't always go to a quiet room to complete your work or have someone else read to you...
I do think, though, that in school these students have twice the difficulty--they have to learn something completely new, and they have to deal with an LD. I'm kind of torn on how to approach the student with an LD. I think the best approach might be to offer as many different teaching strategies as possible to cover the material, be available to assist students who seek additional help, and provide or offer provided tutoring services (peer or other) to anyone who seems to need/requests it, because these things help all students and give no special treatment to specific groups/individuals.
To copy Nicola, I, too, have family with LDs of various types and feel for them.
I do agree to some extent. It is cruical for students to notify instructors early if they know of any LD. This will enable the instructor to aprovide the student with optimal resources that can assist in the development of the student.
One problem I have encountered is that many older students don't have much information on their LD's. They were in school before many of these concepts were well-understood. I have referred some of these students to Student Resource Services to locate additional supports.
Hi Sor!
If I hear what you are saying, you try to set "all" of your students up for success?
Keep up the good work!
Jane Davis
ED106 Facilitator
I agree with you. Students with disabilities desire to be self-sufficient. They do not want material to be watered down. These students need opportunities to be successful. Instead of teaching down to them, teach them in manageable chunks and review often. I found that teach, practice, review and assess works best in my classes. Too many instructors introduce material and assess without giving students the opportunity to practice. This kind of teaching sets all students up for failure.
It certainly does help the instructor and the student when they are willing to share with us what strategies have worked for them in the past.
I am unaware if any of my students so far have had any sort of real disability. I am sympathetic to learning disabilities though and therefore try very hard to be careful that the students are learning using various methods: internet, library research, newpaper articles, tests and a presentation at the end of the semester. This way the playing field is level for all.
Hi Siane!
Meeting the student where they are is a critical first step in helping them to address their learning challenges. We can then assist them in their learning process.
Keep up the good work!
Jane Davis
ED106 Facilitator
to help the student we must both understand and know what the issues are that challenges the students learning ablity then assign class work accordingly
I never had a student with a disability but this forum has help me to understand what to do if this does happen
I think so, too Nicola. I try so hard to make my learning disabled students responsible for themselves. They seem to take great pride in their OWN accomplishments too!!!
One of the students that was in my class had a rough start in his scholastic carrer. He almost never tried and said that he was just passed on, as aresult of his tatoos he looked intimidating. Once he let his guard down he was a young man who although having a rough exterior. Had a heart of gold and once he understood that I had no preconcieved ideas about who hw was or what had happened to him when he was in school prior to coming to my class. He started to put out a genuine effort. He commented that in his educational carrer this was the first time that he had really tried. It showed and he graduated with a sense that the sky was not the limit, but the beginning of something he could be proud of.
