Instructional Support for Students with Learning Disabilities
What kind of instructional support is helpful to students with learning disabilities?
Some students with learning disability require additional support such as audio, video, kinesthetic or combination of all
Breaking assignments, lectures and labs into smaller learning units and providing more time for each. Repeating key points and vocabulary words and allowing the students to use these in an application exercise.
Being available by making more time in my schedule to review misunderstood concepts with the student helps quite a bit. Having a clear understanding of the disability also enables me to design course presentation to accommodate these students.
I have worked with students with many different kinds of disabilities, from hearing loss to dyslexia to autism to ELL students. When I show films, I make sure the dialogue can be displayed for my hearing impaired students. My quizzes and exams have large lettering with both bolded and different colored words that are key to the question. I will take students out in the hall and ask them the quiz questions - they get the right answers every time, but having to read it can be impossible to some. A reader, a separate room an oral exam - so many things we can do. And plenty of extra time. I also offer them more of my time.
Instructors who clearly understand their unique challenge, and do not penalize them for the disability.
Jean ,
the extra time really is a great way to help a struggling learner & it costs nothing in the way of materials or resources.
Ryan Meers, Ph.D.
well put Allen,
There is no greater help than allowing extra time to students with a learning disabilities. And supporting your concepts with clear examples, makes learning appropriate and friendly!!!!
Thanks for listing these out like this. This is a nice layout.
I like the boxed text as a use of including information. I do sometimes box around something on the board and agree it does help all the students zero in on the material.
I also like to use different color markers on the board, in place of bolding.
Allowing students to read material from the overview of text is a good use as well.
Great tips. Best wishes, wynell
Reece,
this is a great, structured approach to help all the students.
Ryan Meers, Ph.D.
I favor outlining the adgenda, providing both written and verbal review, group discussions and one-on-one feedback. If any student has learning preferances they are assisted as as needed.
Carrette,
these are all great ideas & strategies that can really help those learners who may be struggling.
Ryan Meers, Ph.D.
I find that graphic illustrations,colors, presenting content in small diets, make abstract concepts concrete, bold lettering, clear explanation with examples and patience are sone things that work.
Going over material multiple times and reading tests to them all seem to be good ways to offer support. It is also important to remember to ask the student what has worked in the past. They will have past experience and will be able to guide you in the right direction to help them be successful.
Jaclyn,
these are all great ways to help these students & I really like the idea of the bold letters or other ways to highlight items as these are simple & easy ways we can all use to accommodate these students.
Ryan Meers, Ph.D.
Definitely more time for assessments and study.
I also put important information in bold letters of highlight items. For their assessments our school allows different accommodations based on their IEP but most find having someone read the questions to them very helpful.
Cynthia,
these are all great ways to accommodate the struggling learners.
Ryan Meers, Ph.D.
verbal tests
extra time
allow recording of lectures
ATUL,
yes, the more variety we can use in our instructional methods, the greater chance we have of helping all our students be as successful as possible.
Ryan Meers, Ph.D.
I think that the previous posts highlighted a lot of good points. We get to hear from those who have taught students with learning disabilities and those who have not.
So, I agree with a lot of the post. I think the support in general is what the students need, to know that you care about their success (that you are on their side and not against them).
Also, the support needed may depend on the area the student is struggling in (writing, reading, etc.). I find that allowing the student to orally explain the concept back to you can show you (and the student) what they understand and what they don't. Another option can be using visuals or models (sometimes seeing the object or watching a video can help the student).
