I usually give the student more time to test and off more sessions in tutoring. Beyond that, I do not know what else to do. I try too do as much hands on as possible.
I have first-hand experience with dyslexia [when it was first discussed, it was called 'alexia'] since I am prone to scrambling the middle of words, and the same with arithemetic rows. This does not prevent me from learning, but it does make me a poor proofreader, and a very bad programmer, for obvious reasons.
Given this, I am not minded to think there is something irremedially 'the matter' with someone who has one of these learning disabilities, and I know such difficulties can be overcome, with the proper assistance.
Because our notification of a learning skills-challenged student is just generic, it is hard to isolate the most common form of learning disability on a documented basis. Indeed most our ADA requests for accommodation are based on physical grounds, rather than learning disabilities.
All of that said, I expect that discalcula is probably the learning disability I appear to meet most commonly. In IT, which is what I teach, there is no need for students to be math geniuses [thank Ghu! or I would never be able to teach it], but there is a need for simple arithemetic -- addition, subtraction, binary/decimal conversion, powers. I find a significant majority of our students are defeated by the requirement to subtract one 3-digit number from another. It is a rare class in which the majority of the students can actually perform such a calculation successfully [without mechanical aid], and it is not uncommon for me to have an entire class which struggles greatly with this simple arithemetic feat. I suspect a strong minority of the students falling in this category are in fact victims of dyscalculia, and this has never been effectively diagnosed.
Im informed many times of reading disabilities and math comprehension when in fact it a case of dexlazia, they simply dont want to apply themselves and have learned to get away with it and now they expect the instructor or someone to cuddle them through the program. I have spent a liftime of hard learning, many hours in the books and other studies, Its called work.
Betty,
yes, this is a very common learning disability & too often goes unnoticed or the student does not get the help he/she needs.
Ryan Meers, Ph.D.
Most of my encounters have been with dyslexia. Problems with reading, reversing letters, and having trouble with spelling have been the main characteristics.
I'm not informed of specific disabilities for students prior to the start of class. Most apparent are reading and writing. I've had students turn in papers that could not be read. Those that let me know they have a problem up front make the class much easier for themselves as I can then work with them. When a student is taking too long to complete a lesson, or asks me to look with them at a lesson in the book they are working on I realize they may have a disability.
Valerie,
I can understand that. I'n guessing there also has to be a focus on using simplified terminology & not getting too technical.
Ryan Meers, Ph.D.
Living in a border state with Mexico the language barrier is one of the most common learning barrier that I encounter. I have to spend more time in presenting the materials and followup with these students.
Seems like more and more students come in saying they have ADD. This wasn't discussed in the module but it definitly hinders the students learning when they have a hard time concentrating on class work.
I think reading poorly is the biggest problem I have encountered. I make sure I go over every important concept in class a minimum of two or three times. What happens IN the classroom is critical for poor readers - we have to use our class time wisely because they many not be able to understand the concepts if they are only reading them outside class. I have also allowed students to record lectures for review at home. In addition, it is important to use examinations as true evaluations - this is often the only time I have to determine whether the students are getting the material or only nodding along with the others in class. In addition, I have noticed that many poor readers have test anxiety. I try to counter this in two ways: 1. Give the students more time to take the test. 2. I frequently have allowed anxiety filled students to bring their ipods and headphones to use during tests. Music can really soothe their anxiety. (If you are worried about cheating, you can ask to listen to the ipod yourself to make sure that it is music the student is listening to.)
Bryan,
this is a good point & true of native English speakers as well as ELL students.
Ryan Meers, Ph.D.
Andrea,
I believe they are similar. You may wish to consult a special ed professional to help further but I think you're on the right track.
Ryan Meers, Ph.D.
The most common form of learning disability I encounter is not really a disability, but a langue barrier. I find that I really have to make sure that the student not only understands the course content, but also the vocabulary that I am using.
I think the most common learning disability is dyslexia, followed by dysgraphia. In my field, the ability to write notes in the patient chart is crucial. I see many grammar and spelling issues with my students, many who have already earned higher college degrees. I feel that many of my students do not do reading assignments either because they can't comprehend the material (leading to frustration) or they want to spend their free time doing something else. I am a clinical instructor so I do not see the proof of dyslexia first hand, but I wonder if it goes hand in hand with dysgraphia, or are they totally different brain functions?
Elizabeth,
many will not as they may be embarrassed. The best we can do is show that we are open to helping all of our students & then hopefully they will seek our help.
Ryan Meers, Ph.D.
Most often student inform me they have a form of dyslexia, they have problems with understanding their reading assignments. I have not come across too many students that have shared this with me.
The most common form of disability I seem to run into with my students. Would be reading and comprehension. I have found a review of the lecture with Q&A the day before the test seems to help.
I have only had one student in my career with a learning disability. It actually was only a language barrier.
The most common learning disability I have encountered is performing mathematical calculations. Something as simple as fraction to decimal or decimal to percent. If they cannot understand this it is difficult to perform drug calculations.
James,
this is a great example of the value of making yourself available to your students & to try & meet their needs.
Ryan Meers, Ph.D.
