They do not often share the disability. The frustration is sometimes the first indicater there is a problem.
helen,
I guess then the only option would be to perhaps counsel these young people into other careers as it doesn't seem like they will be able to pass the national boards or function in the rapid pace of nursing.
Dr. Ryan Meers
Vickie,
This is a very difficult & challenging question. I think by kindly & gently confronting them with what you are observing & then asking them if they have struggled with these areas for a long time, you might get them to open up.
Dr. Ryan Meers
I think they don't allow extra time because, realisticaly, we are preparing our students for national board exams where they do not get extra time, and also, when they become nurses everything has to be done quickly and accurately. An employer is not going to give someone extra time.
Thank-you,
Helen Deckter
Practical Nurse Instructor
Knowing what their disability fully involves and knowing what has helped them in the past. If the student knows this information it helps me to know how to cater my presentation to the student. However, like your lecture stated some just label the disablity as dyslexia when it is another form of a disability. For those that do understand the disability it is easy enough to make changes to cater to them. However they still have a learning curve with new environment/materials that has to be addressed
I wouold say it is getting the student to tell you about thier problem and giving them more time or the information a different way.
helen,
That's interesting as the students I have worked with who have learning disabilities have never minded about being the last to turn in a test or given more time. I always ask them privately about this & none have expressed any problems with that. If your school does not allow for this that's unfortunate as the students are the ones suffering.
Dr. Ryan Meers
I think the greatest challange was when a student failed to admit to me that there was a problem. It had never been addressed in school and even though she passed her classes in vocational school, once out in the working world she discovered she could not hide it any longer and then came to me for help. If you suspect a problem, what is the best way to approach the student if they are in denial?
Some students definitely feel inferior if they are always the last to turn in the test or even feel they need more time. However, our school does not allow for any of the tactics you suggest. Everyone must take the test at the appointed time and day or receive a 10% deduction. We instructors do not have an office space where we can meet with students- we have to find an empty classroom.We also have large classes- 36 students- but we do offer tutoring to struggling students, usually at their request, and at this time a learning disability may be identified, but I feel we don't have a lot of options to help these students.
The biggest challenge is getting the students to let me know what their disability is and asking for help. It doesnt happen to me very much because by the time they make it to clinicals they have already been identified by the school as needing a different learning experience. I strive to provide what they need.
The biggest problem is getting the student to open up to you and comfortably discuss what they are having trouble with. On the first day of the course I discuss IEP accomodations, and I let the my class know that some of my most successfull students had a learning disability of some kind.
Making sure they get the extra help they need without being an interuption to the rest of the class.
Cheryl,
You are right that this is definitely an area where we need to use caution. I have found that by offering these students other alternatives, like extra time or even being absent on test days & then coming to my office to take the test. Sometimes this can help them not feel ashamed.
Dr. Ryan Meers
The biggest challenge I found was finding a way to really connect with the students. Some students with learning disabilities do not want to use the adaptions that are offered them. Some students do not want other students making fun of them by leaving the class to have the test read to them or by taking it in a small group setting.
Carmencita,
Absolutely. And we need to remember that if we are only presenting information in one way, then these students may appear to be disengaged when it's really because our way is not working for them. Change it up!
Dr. Ryan Meers
The challenge to working with adult students with learning disabilities is to find out the learning disability. Adult learnings have become extremely adept at circumventing learning disabilities. Even if they had been diagnosed at some time, they believe that they have 'outgrown' any problem. They bluff. This last section of the course has made me think, I should always employ methods that would help those with disabilities since they wouldn't hurt any student.
Keeping them focused on the subject matter. That is why I use a couple different methods to present both written and oral material.
being patient and giving the student more time to succeed!!
Taking the time to support and help them when you have 28 other students who's needs you have to attend to.
Taking the time to work with them and support them when you have 28 other students that you need to give time and support to.
