Some strategies for working with students with learning needs includes using flash cards for vocabulary development, providing additional tutoring sessions to develop confidence and coordinating peers to help with study techniques.
I listen to them as they ask questions and make comments, then I repeat what they have said using good English and ask them if that is really what they wanted to say. I also provide many examples using short stories based on my personal experience or experiences of others that I have first hand knowledge. Many of these examples are serious and funny, allowing for a variety of ways to explain material.
In an online environment, an instructor must be very cognizant when students post their work and communicate in discussion forums. The instructor must look for any signs of disconnect or lack of comprehension, and mostly be proactive in offering instructive feedback. I ask my students, when I determine a level of challenge, if they understand this example, or that example and try to elicit a response in a private forum with the individual student. I have found that my online students appreciate my outreach, and are open and honest with their comments and also responsive to my instruction. I find their writings improve from week to week in the classroom because of the interchange.
I have tried to understand their needs by allowing them to communicate what it is exactly that they have difficulties with. Once I have an understanding of their needs I have worked with my school to obtain support for the student.
I have taught many students with learning needs and disabilities. Each situation was different, of course,and each presented different challenges as an instructor. In the case of a deaf student I had, the challenge was to ensure he understood all the information passed during lecture and demonstration. He was able to read lips quite well, so I had him sit near me. I also had a student who was confined to a wheel chair, so we brought in a special table for him to use during production which worked well. The most difficult challenge was a blind student--trying to teach her to know when water was boiling was easy, but the difference in being able to tell the different stages of cooking sugar was very different, and I am sorry to say that I feel she did not accomplish this task.
I brought up this last example to convey that there are some limitations.
I use several strategies such as having students work in groups or giving assignments that will help the student develop skills in the areas that are lacking. I may allow more time for them to complete a task and let them know how important the skill or knowledge is and advise them to spend more time on reading the course material, doing homework and studying.
i WORK WITH STUDENTS THAT HAVE BOTH PHYSICAL AND LEARNING DISABILITES. I TRY TO USE APPLICATIONS THAT THEY UNDERSTAND FROM A EVERDAY
SITUATIONS. i MODIFY LEARNIND MODALITIES TO FIT
THOSE SITUATIONS.
Using diverse methods of instruction to address the learning needs of the different students in the classroom with scaffolding aids help students to become better note takers thus better able to understand and master the content.
Hi Jeannie!
I really like that you are able to help students one-on-one. It gives them the opportunity to get the basics at their learning level. But I feel like that students with learning challenges need to be in the classroom and have the interaction with other students.
Good job and keep up the good work!
Jane Davis
ED106 Facilitator
Hello, i tutor my own students one on one in a private setting and give them tools that they can use at home.
Hi Halina!
I like your approach. If you don't know the student's need, how can it be addressed? Do you find that students self disclose when you give them the opportunity? If they don't, then how will you access that information?
I also like the open invitation - which I assume you make to the entire class - to ask questions when they don't understand.
Keep up the good work!
Jane Davis
ED106 Facilitator
when I have students with learning needs I find out what their need is. I make a point of telling the student that we all learn differently and to stop me when they do not understand something that has been said. That I will rephrase it and that I would prefer to do that instead of having them not let me know. I tell them that what they learn in my class are the building blocks that they need for their other classes as well as for this class.
There are a few strategies that I have used to help students with learning needs. First, I make sure that the student has a clear and strong understanding of the basic information. If this is not the case that is where I start. It usually has to deal with understanding the vocabulary and going over key concepts. Once the student has a strong understanding of basic information I start going over the points that relate the most to the basic information and work our way up. I typically go over the information or concept with the student then I would have him or her teach it to me to make sure they clearly understand. Visual aids have been successful for me when a student is not quite understanding what is going on.
I think it is great that your institution provides special computers to assist in teaching students with disbilities. I think we should always reserve special seating accomadations in the front of the class for special needs students.
Gail Jones
I currently have a student with the learning disbility . She has dyslexia ,and has trouble when it comes to taking exams. She advised me of what she needs to excel as she has learned to deal with her disability . I inturn utilize the methods she said she needs
IE: 1. When reveiwing material I say the word and write it on the board .
2 I make sure the font I use is one that is large type .
3 I set up her exams using a larger font.
4 I maintain eye contact with her as I lecture more frequently than other students to make sure she is not lost.
I just post the objectives on the board at the beginning of each class and review them prior to lecture or activities. Then at the end of class I have the students orally review the main ideas presented in class that are associated with each objective. This creates a great wrap up and gives the students an opportunity to begin using the new information learned.
Adults present diverse learning needs that they often mask to "save face". They let the instructor know their weaknesses by casual comments as well as class performance. I chat with students before/after class to let them warm up to their problems as well as set up tutoring sessions. Other ways to help everyone with learning needs are the following:
1.Handouts for all PowerPoint/lectures
2.Define and use all key vocabulary
3.Pairing and sharing sessions
4.Making and using flashcards
5.Short quizzes, assignments, and tests
Many students with struggles in college course work are tracked to career education as a fail safe. Consequently, we have a large population of students who may have one or more learning issues. In culinary education we are suited to these students because the majority of our instruction is a combination of show/tell, practice, auditory, visual and tactile as well as didactic. I use these approaches for the student with issues to find the type of education to which they most relate and use that as the key to approach those areas where they have typically struggled. I also reach out to other struggling students with different areas of concern and have the students come together to work. Peer to peer tutoring has been much more successful in this manner than picking a high achieving student to tutor them. The struggling students often feel patronized and the high achieving student often lacks understanding or empathy in not being able to grasp certain concepts quickly. Instead I put the high achievers with the solid citizens to push them toward greater boundaries.
Well first, I have many ELL students. At times I feel overwhelmed by the challenge, and should make some effort to learn Spanish (basic). My goal is to find the basic English skills they possess, and try to build on that. They are encouraged to study together, and after the first few assessment tasks, I may allow more open-book study and assessment in class, and break out groups to attempt to harness the wealth of valuable information contained in the course resources dealing with Environmental Science...Mark
I use a larger font when making handouts as well as tests one individual this has helped immensely since he technically blind. Before I did this we both determined that this would be the best tactic and it has been a success.
