I make time before and after class as well as during breaks to assist students who have difficulty keeping up with the pace of class. Simply talking with them and describing the details of an assignment, for instance, has a huge impact on learning outcomes.
I would be more than happy to help student with diabilities on my own time.
comunicating with previous instructors is essencial
It's very simple...ask. Many just assume that they know what support one needs.
Visual aids help everyone learn better. All students have different methods of learning. Some need to read words, some need real life experiences and some need graphs or charts. A combination of all the methods available will make sure no one is left out.
Pay attention to what is going on in the classroom. The students that stay quiet, sit toward the back of the classroom and/or have poor test scores may need additional help. One method I find helpful is to have a general assessment at the beginning of the first day of class. This will allow me to determine how well the students read and write. From the beginning I can see who will need extra help or how to adjust my teaching style to accommodate them while not holding the rest of the class behind.
Jane, thanks for responding. The survey I use then becomes a springboard to organize more structure for the student with a learning disability and helps determine if I can make tutoring arrangements as soon as possible.
Tim Minori
Hi Tim and to other participant posts!
Some many of you suggested that we must first know the disability and Tim has suggested a good approach. It doesn't put anyone on the spot because it is very generic.
Then I think the next step is letting "all" students know that you are available and willing to help where possible.
What do you think?
Thanks and great work!
Jane Davis
ED106 Facilitator
I think kindness and understanding go a long way ,by being there for students they respond more positively. I have yet the challange to instruct students with learning disabilities.
Our school doesnot have a policy about providing help for students with learning disabilities. The biggest complaint they have is with Test Anxiety.I wonder how much of Test Anxiety is actually a learning disability?
I survey my students at the beginning of each term asking generally two general questions that are required to be answered. They are:
1. What was the best way you learned in a class you were proud of completing?
2. What are some barriers you experienced that prevented you from learning and you didn't do well in a course?
Hopefully these questions will generate the learning disability from the students. If the student can't answer them, this could indicate the learning disability also.
I give accomodations that are suggested in the IEP such as the following: seating in front, seating with a peer-reader, use of devices like calculator and cram card, extension of test or project or homework. Over all these accomodations, students with LD accomplish the same course requirement as with the rest of the class.
Suffering from dyslexia myself, I know how hard it is to be successful in a learning enviroment. So when I find that I have a student that has a learning disability, I provide any type of support that I can while making it fair to the other students. whether it be more time or providing extra handouts, I do it across the board so not to single out the student and to make sure that the other students are not feeling that I am playing favorites.
One way I have learned more about students with disabilities is from my nephew. Also, we have students with disabilities both learning and physical. In my classes, I have offered a little extra time for test taking or offered a reader for the test.
As an S, L, D, student myself I found that by repeating things over and over that it helped me to understand what I was studying. I also know from personal experience that it is good to give praise to the student and encouragement. Let the student know they can do it they just need to try a little harder than someone who does not have a learning disability.
Go to the tutoring center; take some workshops, talk with the learning disabled student.
I had a student with PTSD who became epileptic. He brought it to my attention, however did not require any addition help. I did so watch to make sure he wasn't struggling with the information I was presenting. I was glad that I knew this up front.
I had a student who used to take all my break time between lectures asking questions. Sometimes, I even had to spend an extra 30 min after lecture with him. He was motivated enough to make it.
Start by asking the student what has worked in the past thereby understanding what tools you might need to help the student be successful.
I agree too,
I agree too, most of my student with learning disabilities will approach me to let me know what learning disabilities they have, or I will mostly figure it out after the first test. Some will say "I don't do good with testing", so I encourage them to think diferent and try other techinques to learn more efficiently...
