It is the same at our campus. Just because a student says they have a disability does not mean they will get everything they want. They must have documentation in order to receive extra help.
Many times students come to me saying they have a disability when what they really have is test anxiety. They want me to read them the test in the hopes that I will somehow hint at the answer or point them in the right direction. I had one student wanting to take oral math tests.
Students with learning disabilities, such as dyslexia, are best helped when they are allowed more time to complete tasks. Also, working one-on-one with learning disabled students greatly increases opportunities for success. Dyslexic students, especially, work well in intimate groups as opposed to largely populated classes. As a rule, developmental courses ought to be kept to a minimum of 12 students (which would be ideal). Unfortunately, developmental classes often are populated with 20 or more students, in which case it is necessary to break the class down into small groups. Having students collaborate on exercises is another way to improve their success in the classroom.
Hi Kimberly!
The simple act of being interested in students and engaging them in the learning process leads to successful outcomes. They know the instructor cares.
Keep up the good work!
Jane Davis
ED106 Facilitator
As per policy, student have something from their doctor to substantiate the learning disability. It is not on the basis of what the student states. Then an individual plan is created Our school really goes above and beyond to do everything possible to ensure a students' success, learning disability or not!
I have found that additional one-on-one tutoring time after class has helped my students tremendously!
Our school handles it similarly. The student has to provide information that shows they have a true disability. Unfortunately, most students have gone through life with the disability but have never been diagnosed. I have never had a situation where I had to make special accomodations.
You have library resources available as well as tape recorder, audio visuals, study partener.
Hi Amy!
What types of support would you suggest?
Keep up the good work!
Jane Davis
ED106 Facilitator
the use of audiovisual media resources we have in the library, audio, pictures, power point visuals, participatory techniques
I have found this to be the case. Students also feel respected when an instructor acknowledges the special need.
According to the campus policy, students who state they have a learning disability must be referred to the Campus President. Accommodations are not made based on the verbal of the students.
Instructional support that is individualized to the students needs and allows them to gain the same knowledge and objectives as the students without diabilities.
Absolutely Jon-Paul!
Keep up the good work!
Jane Davis
ED106 Facilitator
Greetings Mary!
It's obviously those things that are very simple which are often most successful. I, also, like to reenforce key learning concepts but that can be done with all students in mind. The other thing that which is important is once you feel the student is comfortable making sure they are included in class discussions. Asking another student in the class to be a class/study buddy.
Keep up the good work!
Jane Davis
ED106 Facilitator
instructional support that I think is required for students with Learning Disabilities is the use of images, videos or any visual input to achieve the integration of image we want to convey the concept
instructional support that I think is required for students with Learning Disabilities is the use of images, videos or any visual input to achieve the integration of image we want to convey the concept
It is important to make time, individual or in group, for all students and even more for students with learning disabilities. I worked with several students know as ADHD. ADHD is a problem with inattentiveness, over-activity, impulsivity, or a combination. I was amazed to learn how they have coped with this disability. I teach at college level, those students know very well (usually) what is working for them in order to be successful. A quiet place, without any distractions, is a good way to keep the distraction to a minimum. Giving them extra time is also a good idea. It helps them to relax a little bit more (less pressure with exam).
A good way to help students with disabilities (or second language) is to allow them to give you a draft of their paper a week or two before the deadline. They usually appreciate that. This way, you can keep them on the right tract.
as silly as it sounds...put yourself in their shoes. Many times a separate testing area is helpful. students tend to rush once the first quiz/exam is truned in. Just by taking that stress away i have seen grades rise conciderably
Using a variety of Library resources, audio visual aids, tutors, study buddies.
It seems more time is the greatest instructional support one can give
