On the college level, we are not allowed to approach a student who we know has a disability. In some colleges we are told which students have disabilities, but they must approach us before any discussion can occur. In other colleges, we are not told in advance. In both cases the students must approach the instructor and show a card that they have a disability and get accommodations. It was frustrating for me this semester when I knew a student had accommodations, but he did not use them. He was struggling for half a semester before he reached out to me and told me he wanted to use them. I repeatedly asked throughout the semester that if anyone needed accommodations they should see me. I wish there was a way to encourage disabled adults to use their accommodations.
Time management and balancing the needs between all different types.
I found that the greatest challenge is the student themselves not believing they can be successful. I had one student drop out of the class and it broke my heart, she as doing so well. In spite of my constant encouragement and the proof of her test grade she did not believe in herself enough to keep going.
The greatest challenge of working with students with learning disability is not knowing that they have a learning disability. Sometimes they go undiagnosed.
Maintaining a sense of fairness, in the eyes of the students in the classroom, is often challenging. When continual review, re-direct, or re-adjusting is happening the other students must be allowed to progress at their expected rate of learning also, which is often to proceed faster than the learning disabled can do. We, as instructors, see the big picture, are in charge of grading, are motivated to see all students progress; however, every student must feel respected that the are just as valued as the next student.
They generally need more, especially with tests. We had a student that needed more time for tests, and she gained confidence with taking exams that she no longer needed Accommodations.
Understanding their learning style.
Helping them figure out how best to help themselves..also giving suggestions that are shot down or excused by student immedicately yet they cannot give reason or suggestion to self.
It is a balance, at some point I usually team them up with another learner as a coach.
The biggest challenge is the recognition of a disability (if the student doesn't self-reveal it) then the identification of the disability type. Once these bits of information are obtained, you can make a plan (IEP if required) to assist that student in your class.
I like your comment. What are some of the ways you find effective for balancing the additional time given to students with disabilities?
Billy,
this is an excellent point & really is the great way to help them be successful in our classes.
Ryan Meers, Ph.D.
Keeping them motivated and not afraid to be venerable. They already feel different and do not embrace that everyone learns differently. It is important to provide an educational environment that supports a diversity of thought and respect.
My greatest challenge in working with a student that has a learning disability is trying understand their stuggles in learning a concept that I would consider somewhat easy.
I believe the greatest challenge to working with students with learning disabilities is to identify if they have learning disabilities. I recently found out a student in my class had some form of learning disabilities after I gave out a writing test. I could not read any of the answers he wrote. But when I gave him time to type what he has written everything was right. I found out that he has writing disabilities. From that time I gave him some extra attention. We should therefore find a way to identify if students have learning disabilities because most of them do not communicate their disabilities to their teachers.
Maria,
this is definitely a challenge with these type of programs. I wonder if there are any ways to have them take separately with a little more time?
Ryan Meers, Ph.D.
I work at an accelerated college program. The greatest challenge would be allowing enough time to take tests.
Brian,
thank you for sharing this personal & good information. I think this is a key point as we all want to stand on our own & helping these students realize that it's an alternate rather than a crutch. Thank you.
Ryan Meers, Ph.D.
I am parent of child who was born deaf. My son is very proud and wants to be independent. Which is very wonderful, but he doesn't want to seek help. This can be challenge for instructors who working in hearing world. His stubbornness can hinder his need for extra help. The challenge is make him understand it is not affront to his intelligence to ask for help, rather it is alternate way to learn. This is message I try to convey to those students who have a learning disability.
I have worked with a students with learning disabilities for over a decade. I have not really seen it to be more challenging. Yes, lectures need to be recorded. They have went to the learning center to take the exam allowing them more time but in a quiet but monitored testing center. We have even needed to bring in the larger computer screens in a computer based classroom. The initial set up make take a little time but the rest of the semester goes on as normal.
