I just recently encountered the dilemma of teaching students with disabilities. In a math class, the student waited until after the middle of the term to tell me she was dyslexic. After being shocked that she was able to make it this far without even mentioning her disability, we both agreed that she needs to sit at the front of the class and definitely ask me to repeat concepts. Also, I stayed after for about fifteen minutes to repeat key concepts and give extra examples while watching her show her work when she solved the extra examples.
Working with student with disabilites can be a stuff job. The first thing I do if I see a student struggling in class, I will do a one to one with the student. Hopefully at this time we are able to open comminication as to the type of disabilites they may have. When communication with the student is insuccessful, I will try using different types of way presenting lecture. At this point I hope to have been able to understand the difficulty the student is having wheather it be hearing problem, slow learning, unable to see the power point presentations at the front of the class, etc. Then I would change my teaching process to help the student be able to gain the knowledge that the other student have been able to do.
The first strategy must be attitude. As instructors we cannot make assumptions that the person with a disability is inferior or incapable of doing the work. Such an attitude can be harmful to the student's self esteem. We need to be motivators and work with the student (and the school) to assist the student.
One strategy I use is making sure I repeat the material an extra time or two for someone with a learning disability. For instance, in a quiz review, I usually go over the material once. Then I offer to go over the quiz review material again after class for anybody who wants or needs to hear the information repeated - usually more slowly and with more examples.
Hi Natalie and Nancy!
Knowing the students history and then building positive and constant communication with the student with learning disabilities are excellent strategies. In turn this build self-confidence and a road to academic success.
Great job ladies!
Jane Davis
ED106 Facilitator
Giving extra time for taking quizzes and exams. Also, I purchased a special keyboard for a student that was physically challenged using a regular keyboard. I've also had students use visual aid keyboards that the keys are larger and the monitor is wider. I currently have a deaf student that is accompanied by a person that signs to the student while I teach. I love it that all of them are in college with career goals.
The method that has worked best for me when it comes to working with Students with learning disabilities has been frequent and constant communication. I try to ensure they understand and know the expectations of each assignment. I also want them to feel comfortable coming to me with any issues/concerns. I feel if I demonstrate my willingness to assist them in any way possible, it will not only assist in their success but also their confidence to handle future challenges.
A sensitive caring ethic that fosters self-esteem coupled with reporting progress to the student can enhance learning motivation.
I have found that being very attentive to their needs and showing genuine concern goes a long way. The student is in a more comfortable setting, is more likely to suggest strategies, and perform better throughout the course.
I am a new instructor and haven't encountered anyone with a learning disability yet. The only problem I have had was the atrocious spelling and grammar. However, I did learn from another student that one of my students has trouble reading the English language, therefore I do not rush her when she is taking an exam or when she is providing an answer to a textbook question.
I have not yet worked with a student who has a learning disability. The only challange that came across is students are not up to there reading potential. I remember when I was in school my teacher had us read all the time. I wonder if they even do that anymore I know it helped me read and pronounce my words better.
Game playing such as jeopardy because you read the problem and they think about it. Also Family Feud. Again question is asked and they can think.
I try to use group or team assignments. This method helps the student with disability to not be so intimidated.
Another tool is illustrate by example and visual aids. This tool adds impact and makes the subject more interesting.
I haven't had too many students with (disclosed) learning disabilities, but usually it is just a matter of checking in with them more often to make sure they have the correct notes on the days' assignment, and they may need more time for taking a test or having someone read it to them. All of those accomadations can only be made if they have filed their disability with the school. I suspect that there are a lot of students who have learning disabilities who either haven't had it officially diagnosed or they don't disclose it to us and in that case all I can do is try to make my instruction as clear as possible and document assignments and directions in as many places as possible (on the board at the beginning of class, in an assignment sheet that is passed out to them and in some cases on their portal as well.
I have taken the time to read some test questions to individuals who have learning disabilities. This is especially true with some who have dyslexia. I knew they were capable of much better grades. They just needed a little assistance.
i think that it really requires knowing how the student is processing to come up with what will help the most.
A student who was legally blind wanted to pursue an MBA. I worked with our school's learning center to provide a method for accomodating this student, including:
- The textbook and all assignments were developed in large, bold font
- The student was treated similar to other students and called upon to share his ideas on specific topics; as a result, he was not viewed as getting "special" treatment by the rest of the class
- The student was encouraged to utilize tutoring whenever needed.
Most of the students with difficulty that I have experience with are dislexic or claim to be. Others with difficulty are students from foreign countries with limited english. Usually I dont discover they are having a problem until I have evaluated their progress. With students who have trouble reading I found that if I provide them with a colored transparent plastic sheet to lay over their text that their ability to read and comprehend improves. For students who have trouble writing down information or notes, I will provide a hard copy to copy from or to have.
We allow foreign students to use language translators in the classroom which works to a point, some words (terminology)don't have an adequate translation, in those cases I will provide a translation supported by usage and visuals if needed. All students who have trouble reading and taking written test are allowed to have it read to them if needed. Once you have identified which students are having problems, working with them is easy, just show them you care. The hardest part is getting them to talk to you about it. I had a student who was from russia had been in the country for twenty years. He never missed a class and would always be reading his book. He would always be able to answer any question I gave him so I was satisfied that he was learning the information. When He took the final test he failed badly. Later his school representative asked me how he did on the test because she was worried that he almost can't read English. Of course I told her he failed and asked why am I only hearing this now, I should have known this in the beginning.
Now that we knew where his difficulties were we were able to retest him and help him with his remaining classes and He did very well.
I think that the most helpful strategy is to discuss their diability, and realize what tool or tools worked for them in the past to make learning as easy as possible.
I have also asked the Dean of Students to provide a tutor for students who require a lot of exctra help. The tutor can focus on the skill needed for success in the assignment, thus providing the learner withadditional skill so they can complete the assignemtn/task on their own.
JoAnne O'Fallon
