The student usually tells me that they have a learning disability.
The most common form of learning disability that I have come in contact with the dyslexia and reading comprehension. I give them more time to complete assignments and tests.
It would have to be, "not uderstanding, or comprehending", what the objective, or question I have proposed is aimed at achieving. Mauch time is spent in discussion of "a certain disease process; diagnosis, care and treatment, manifestations, and recovery". However, when asked to identify what will need to be assessed in the care of a patient with this diagnosis, students with learning dissabilities seem to focus on the "minor" points of care, rather than the major care issues, that will lead to a healthy outcome and recovery.
The most common form of learning diasbility I seem to be encountering lately is english as a second language. I find that if I do not approach these studenst and offer additional help, they often do not speak up and ask for help. They tend to be quiet and keep to themselves but do appraciate additional help.
English as second language
dyslexia is very common. I affects the students comprehension of the technical material.
Even though Dyslexia is the most common form of learning disability, the one single problem that I have found in my class is the lack of concentration and wandering even when the information is capturing to the majority of the class. Having to redirect the student to the information at hand is a telling sign that there is a concentration problem.
The most common disability that I encounter is dyslexia that shows in their writing. Run on sentences, incorrect spelling and reversed words and letters. I correct their papers but also suggest they seek assistance from a tutor.
The most common one is students needing more time to complete tasks like quizzes and exams. Usually these type of students need more time to understand and grasp the material. In all the cases I have seen the student makes the effort to complete the task. Sometimes they succeed but some other times they do not.
I have run across many different from of learning disabilities in the classroom over the years.
I have found that the most effective tool is to ask the student what works best for them and continue to work with them monitoring the effectiveness.
However, I do need to bring up that I have dyslexia, and I have had to develop tools to overcome this disability. I had to come to terms that I was a person with a learning disability, not a disability with a person attached. The problem with is attitude is when I come across a student that I perceive as manipulating their own disability as a crutch; I have a tendency to lose patience with that student.
But once again, the objective is to set the student up to succeed, so I often times need to remind myself that I am a professional and that the education of the student is primary, not my perceptions of their actions.
i do believe ADD an ADHD are common often not even known by the person themselves.i have a son who is 29 and dealt with all that comes with being adhd.ADHD is very destructive to self esteem,confidence an "labeling" a person that causes them to feel like their different or not as important as the rest of the class. upon recognizing this in someone i can help them,encourage them an enhance their learning experience without even bringing the subject up, unless they want too.
AADD, mostly. I'm not sure if it's a real problem, or just that attention spans are so limited. I was once lecturing in a class with only 3 people. After 2 minutes, all 3 of them were engaged in another activity - one on the web and the other 2 were texting. I stopped talking and waited for their attention, then mentioned it, and we all laughed. It was awkward at first. I'm not sure if it's our "multi-tasking" mindset these days, or if it's indicative of other problems.
ADHD is by far the most encountered in my classes, but as a teacher with it myself, I feel that it does not present as much of a problem for me. After ADHD, dyslexia and other reading/writing issues are prevalent. Recently I've encountered more and more students that have severe difficulties but pretend that they do not. To combat this, I've tried to create a more inclusive environment where they will not feel the stigma of a learning disability as a bad thing.
I believe that my biggest learning disability is simply self esteem. I have not been told by any students that they have a learning disability so this is not something I am familiar with. I do however see a a few students suffer through things simply because they do not "feel" they can learn it. This attitude can be just as destructive as any learning disability
I find the most common form of learning disability when a student imforms me they have one is, "I have ADD...attention deficit disorder". I feel this is nothing more than a lame excuse they use because they will not focus and not because they cannot fucus. I have been taking medication for ADD since I was in the 3rd grade and I am presently 47. I took ridilin as a kid and adderal as an adult. Twice they have tried to ween me off of this but it was disastrous both times. When I am approached with this excuse, I let the student know that I also have ADD. I then ask when they were diagnosed and what medication they are presently taking. It is normally at this point, they look at me like a deer in the headlights of a car...it is never mentioned again. There have been very few times when I get an honest answer and it is then that I work with them as I should.
Although there are many students I suspect might have learning disabilities technicaly I am told I am not supposed to ask. I see many students having issues with retaining information. Some try really hard but when it comes to testing they do not perform as well as they should based on their effort. Others seem to have attention problems where I constantly have to try different things to regain their focus.
Im sure that i have encountered some disabilities
however im not sure they were diagnosed. In my experience with learners that i asssume that may have disabilities tend to extremely share alot or not at all.
Majority of my students have English as their first language, they can read the text in mathematical problem solving but some lack understanding of the connection of the given information.
As instructional support, I coach them to collaboratively break down the statements into simpler pieces of interpretation by drawing or sketching it, by using symbols, chart, tables, and sequencing the information to build up a logical problem solving procedures.
The most common form of learning disability I have encounter is reading and dyslexia. The students don't put in the extra effort to help themselves understand the material. They want to use the LD as a crutch and try to slide through the system. Even if that means to ask the instructor what the material is talking about.I try to use visual materials to make the material come to life in my classes. Make it more real to them of how it would apply to their careers.
My school does not have a policy, that I am aware of regarding learning disabilities, and I have not heard of any instructor providing specific accommodation at my institution. I have many students who exhibit problems with reading and reading comprehension, and it is probable that some have a learning disability, but none have confided in my regarding this, and because of privacy policies and a lack of direction on learning disabilities at my school, I have not asked student. I tend to assume that a number of students in the room will not be able to sufficiently grasp information from the book to do will on homework and exams, so everything that is required of them is covered verbally in lectures and group discussions.
