GREAT job Cindy!
You know - it's often about "somebody cares"!
Keep up the good work!
Jane Davis
ED106 Facilitator
I had one student with a learning disability in my Career Development class. On day one, she alerted me to the her situation. We made a committment to work with each other for success. After each test, I let her read me her answers back and I asked the questions verbally. Although the written answer was not properly shown, she verbally could explain the concepts accurately. If I would not have taken the step, she would have failed the course based on the written responses. In the end, she completed the course with an 85. My student comes to visit me often and share her continued successes in her studies and career development.
I was in a situation involving a student with learning disability and I immediately took the situation to my Program Director. Unfortunately, I was a new instructor at the time. We do have corporate policies in place, since that time I have received training on deal with students with learning disabilities. Everything worked out fine.
It really depends on the the disability of the student. By far, preferential seating works well. It allows to student to hone in and block out distractions. This is especially true for those with hearing difficulties. Permission to tape record lectures is crucial and easy to do by students with ADHD for example. They are subject to distractions and by recording the class they are able to play back the lecture at a later time to consolidate into memory some of the material discussed previously.
Extra time in a quiet area for test taking has worked well for most of my students.
It is important to ask the particular student with learning disability the many ways of learning that have worked for them in the past. The students may need some extra time to complete the task at hand in the classroom. Asking the student questions about their needs will facilitate his/her learning. Closely monitor the student's progress and modify if needed to help the succeed in the course.
First, ask if they had an IEP in high school. The IEP is used for students in high school or under the age of 21. Many of our students will be older than 21, but the plan used in high school could still be assistive.
Next, identify what has been successful for them in the past.
A few instructional support provisions are as follows:
1. Give additional time for tests, usually 1.5 times the assigned time for the test.
2. Provide the test in a seperate proctored classroom.
3. Providing the examinations verbally.
4. When presenting a lecture, allow the students to record the lecture.
5. Arrange the seating for students to help them succeed.
I have found that most students with learning disabilities are not very upfront about it. It is usually not until a few weeks into the course that problems are obvious. Our school has a Learning Resource Center where students can get individual help with study skills, test taking skills, and tutoring in math and English. I also offer individual tutoring. I make sure that the student is aware of these resources and strongly recommend that they take advantage, but sadly, only a small number do.
Demonstrating an genuine concern for their growth and development during the college continuum.
Extra time with instructors; go to tutoring facility; understanding, empathy, and encouragement
Different methods of instructional delivery may include larger type, audio taping, more time, smaller test groups. However, the best way is to ask the student what worked well in the past. Get a copy of IEP if possible.
As a new instructor, I haven't dealt with this yet. I would think more time for these students would be in order, regarding tests and assignments. Listening to their needs and doing what's possible to accomodate them.
According to our policy, students must inform their instructor in writing that they have a learning disability in order to have accommodations made.
I have had only one student with a learning disability. She had dyslexia. I talked with her to determine what would help her. She said that she already had learned what she needed to do in order to retain information and did not need futher help.
Having had a student with comprehension problems when trying to follow instructions, I found that verbally reiterating the information was very helpful. Also, the student worked with a tutor.
After reading the different kinds of support offered by many instructors, I am more informed about what is available like as follows:
1. have documentation from the student's physician, then create an individual plan.
2. give more time to complete a task.
3. have more patience. Listen and communicate.
4. use one on one tutoring, library resources, audiovisual aids, have a study buddy or partner.
5. include the student in all class discussions.
Very impressive list from different individuals.
Thanks.
Joseph Rosales Jr.
i try to give my students more time to formulat answers
Listening and being there for them is the best thing you can do. I learned how to teach by working with learning disabled studetns on the college level. For the most part, by the time they reach this level they have learned how to work with their disability to some degree. They are looking for support, and the best support is being their for them and not dismissing them, as the public schoos have been doing for a good part of thier lives. This has worked wonders for me.
Accomodations. One size does not fit all, however more time is the single most beneficial in that it takes pressure off of the student and allows them to work at their pace.
Dyslexia is a huge issue and check out our clinic at wwww.diaohio.org for more information.
It is best to talk to the student and ask what kind of challenges the student has and what can be done to help him or her achieve the most learning.
In the school where I teach there is a department dedicated for students with learning disabilities. The students voluntarily should express their need for special accommodations and the type of learning disability that they have. Once they approach this department they take assessment tests and other requirements that will allow the staff members to create a case and start working with the students addressing their needs. Once this is done, then faculty and staff members of this department work together to accommodate the needs of the students in the classroom. I find that this type of institutional support works very well for the students and the faculty. The students receive specialized support in their learning process and, faculty also receive support in order to know how to handle specific needs of students with disabilities.
