Learning disabilities
One of the biggest problems that I have encountered as a teacher is identifying students learning disabilities when they are unwilling to be forthcoming about them. It is important to show empathy from the get go when addressing this topic. The student needs to feel comfortable sharing this information with you. You must instill trust.
Hi Michael,
You make a very good point about working with students that have learning disabilities. In many cases they do not disclose the struggles they are having in processing the course content. So by knowing they have a supportive instructor you will be a resource for them as they strive for learning success.
Gary
My name is Mike Murrill and I find most students who have learning disabilities try to hide it and it is very difficult for us as educators to get them to ask for help.I sometime can pick up on it and I will work with that student as close as possible.What I have found some students are ashamed and you have to prove to them you care and you are trying to help them.
Hi Heidi,
Some students with certain types of learning disabilities do comprehend better when they hear the questions being read instead of reading them themselves. I don't have a problem doing this at all for students. To counter the prompting issue I have someone not involved in the area read the test questions to the students. Since that person does not know the field they provide the service of reading to the student but no prompts. This makes the testing process objective for student and fair for all other students.
Gary
I have a student that requests to take all her written tests orally. While I have no problem with this, what I struggle with is she is looking for " prompts" from me. I am beginning to realize that other instructors are " feeding" her clues on test questions to help her answer correctly. This is most frustrating on my part, and I feel that it is very unfair to the other students that take the written form of the test.
Hi Siobhan,
ADD or ADHD is a legitimate disability that has to be diagnosed by professionals in the medical and/or education field. The terms are thrown around be everyone today if they can't seem to concentrate. So unless they bring a note from their Dr. they need to buckle down and learn to study. This is the only way they are going to be successful in the class and later on in the field. Until they get this idea into their heads they are not going to be able to move forward with their education. Good luck with helping them to do this. You are helping them to create a future for themselves and their families.
Gary
I would say that my diffulty lies in identifying a true disability or a cop-out.... Students claim to have ADD on a regular basis when in actuality they are bombarded on a regular basis with such short-term activities..... they no longer understand how to concentrate. Or for that matter, they do not understand the meaning of concentration.
Hi Brian,
This is a good way of learning the information in a low risk setting. The students know you care and will be supportive but in such a way as to not set them apart from the other students.
Gary
I also invite students to see my privately before or after class to identify any disabilities as to not facilitate embarassment in front of their peers.
Hi David,
What you describe is very common for many college instructors. What I have found to be really helpful for students with learning disabilities is the use of structured or guided outline notes. These handouts are guided notes of what will be covered in the lecture with certain parts missing. The students can see what the instructor considers important by the major outline headings that are used. Then the sections under the major headings are listed. Example the heading is given and then a list of four blanks is given. The students then know there are four blanks they need to fill in to have complete notes. This reduces the need to have to try and sort out all of the key points and sub-sections underneath each heading. This allows the student with a learning disability to analyze the given material and determine how to use it but in a reduced format. If you have any questions about this I will be glad to send you samples of guided notes.
Gary
I have found that even though I am able to identify a learning diability with one of my students: A. They won't admit it or do not realize it; and B. It is hard to analyse what an immediate course of action could be for the student. I do not want them to struggle through one of my classes just to have to take it all over again because their disability was not adressed and solved immediately. Is there anything to be done, in general, to help my students with a specific need BEFORE our class time ends?
Hi Erin,
Good approach to finding ways to support your students. By having some knowledge of the types of student disabilities that you have enrolled you are going to be able to provide the support so much earlier.
Gary
I find from the beginning of the curriculm when the class does open introductions, I as an instructor am able pretty quick to see any blatant disabilities. This approach is never used to embarrass the students, but a way for everyone to be aware most of them have a few insecurities and differences as a whole. I have found that if anyone is extremely uncomfortable, I am able to address them in a private setting to make them feel more at ease and allow them the time, if they want to open up for their personal needs.
Hi Shane,
This is commonly how instructors learn that students have learning disabilities. On the college level many students won't "self declare" that they have a disability because they fear that the instructor my hold that against them. By talking with them privately as you do you are helping them to see that you will be supportive of their efforts but not any anyway being critical of the fact that they are coping with a disability.
Gary
I also find out that is really difficult to spot my students with learning disability at the beginning of a new class. However, I can identify them after the first quiz or assignment. I will discuss the problem they might have with them privately. Usually I assure them the conversation we have will be confidential. Then, I will ask them what I can do to help them to overcome their problems. I find out it works for me almost every time.
Hi Mark,
This is very common with adult students with learning disabilities. They often don't disclose they have a learning disability and as a result don't do well in class. As the instructor this is challenging because you are working hard to determine what the problem is but don't know how to find it out specifically. The key word as you mention is trust. By building that the students will be more likely to open up and share their instructional support needs.
Gary
