Speaking with the student to learn what has worked for then in the past.
My son is dyslexic and seems to learn content much easier with visual aids and hands on experiences. These strategies seem to work well for him.
It is important to understand that students with disabilities need patience and someone who recognizes their needs. By emposing various strategies will support a student with disabilities desire to be more successful.
We had a student who had difficulties with organization. Once organized he did well. We suggested things like extra tabs in his notes, different color high lighters, and different binders for each subject. At first it seemed more time consuming but in the end made all the difference.
I think the most successful strategy has been identification and communication BEFORE the start of class.
From that point it has just been a matter of meeting with the student and forming a plan of what will best aid the student to achieve success in my class (economics), which can be tough for even the most seasoned students. I think any LD student can pass with flying colors as long as we have enough time in advance to create a plan for success and follow the outcomes on a weekly basis.
Curtis,
yes & this is best accomplished by talking with our students & getting to know them & opening those lines of communication.
Ryan Meers, Ph.D.
Kurtis,
this is very true. Our job is to help facilitate their success & make that possible, not hand them the grades or passing of the class.
Ryan Meers, Ph.D.
First understanding what the disability is (visual, auditory, dyslexia, etc.) and then providing support to them in learning the content through a modality that is their strength.
Allowing the student to communicate what worked best for them in the past to help better prepare material for the student. It is important not to give the student different material or make it easier.
I had one student with many learning disabilities and the one thing that seems to help him the most was knowing he had my attention during tests and quizzes. He would get so upset with himself during a test that he would want to just stop and crumble up his test and throw it away, he had a hard time staying focused. So during the test I gave him as much time as he needed and every time he was starting to get upset he would look up at me and all I would do is smile at him as a sign of "you can do this" and he would refocus on his test. He made it through the course and graduated, sometimes they just need to know that someone does believe in them and is there if the need some help.
I am just learning these strategies, but I have tried teaching in smaller pieces, and giving additional time for tests.
Staying after school to allow them one on one study time, lab time, reviews
I have only come into contact with one or two students with an LD...the one student was not able to comprehend what she was reading, I don't think she was diagnosed with dyslexia but it seems to me that she has it....I would help her understand by reviewing everything with her and explaining things for her. The other student I can recall is visually impaired so with her we a special light for her to use and when she is in the classroom everyone gets involved with helping her navigate the room and hallways...
Nicole,
your first comment is a great point. We should be demonstrating to all of our students our openness & our willingness to help them learn in whatever way possible.
Ryan Meers, Ph.D.
Step 1 is talking to the student in the beginning of the semester and identifying their needs early. Waiting until the middle or end of the semester can be setting the student up for failure. I have found that additional time on exams has been the common accommodation I have had to utilize.
first day of class, i ask students to complete a 4x6 card with info-some fun stuff, some infoi they may wish to share with me privately & i suggest listing any learning difficulties. I have personal experience, & can ID some L.D.'s pretty readily, too. (so far, nobody has informed me of any documented LD) For accomodations, i would allow test taking in private setting/extended time for test, verbal plans for a project in place of written turned-in plan, abbreviated assignment if that didn't lessen the learning activity.
I provide the learning disabled students with frequent progress checks, letting them know how well they are progressing. Giving them immediate feedback also works too so that they can see quickly the relationship between what was taught and what was learned.
John,
the individual attention & help really is a powerful way to help the learners who are struggling.
Ryan Meers, Ph.D.
I have found that individual work with each student based on their need is my best approach.
Hi Gina,
Those are excellent suggestions for students with learning disabilities. In the past I have had students make flash cards, but using color codes I see could also be helpful in allowing the student to remember the information on more than one level.
Velma
