Strategies for Working with Students with Learning Needs
Working with music and art makes the work so much more fun, original and productive.
What are some strategies that you have used when working with students with learning needs?
Most times a student with special needs in the learning environment will do well with added time to complete their work. If they know they have a cushion of about 1.5 times the regular alotted time, it lifts a lot of the burden and they can focus on getting the work in.
If this is not enough, then it is best to get to know what difficulties they struggle with specifically and work with them individually. Each person is unique in what works for them.
I find it really challenging to make sure I give that student extra attention. I have to be careful not to treat that one student any different than the other students. All the exams are timed and everyone has only 30 minutes to complete it. My student with special learning challenges mostly doesn't finish on time. I have offered all the students extra tutoring and extra assignments to help them understand better. When she does come to the extra sessions she does much better on the exams. I have given her practice questions and re-worded the exam questions so she can get more practice with her reading and vocab skills. I have also worked with her in the course workbook and reading out loud to just me and that has really increased her confidence too.
Since there are increasing numbers of ESL students entering career colleges, I find it helpful to discuss why they select a particular answer to a question. The native speakers also give their rational, which seems to help the non-natives understand why 1 answer is better than another. I also provide a standard dictionary they may use in class.
As a biology teacher I get to introduce a lot of new vocabulary. One technique I use very frequently is concept mapping. Besides just introducing new vocabulary or new concepts, we also spend time to discover how that new word/concept relates to other concepts we're learning.
This technique also allows me to repeat the new word/concept many times especially when there is a link of three or four words: the teacher or the student can follow the link by repeating each word and explaining the relationship.
I usually try to have additional one-on-one time with them, as well as allowing them extra time to submit assignments.
I have used medical terminology exercises to present the root of the word and prefixes/suffixes that modify the root to the description/concept/application being discussed.
One of the things that I have attempted to do, is to firstidentify the students with learning needs. After the first few assignements this is uusually easy to identify those students who may need some one-on-one attentention. During lecture, I may look at all the students and ask if they are comprehending what is being discussed. I then attempt to give examples. I may also try to draw the persons that I have identified as having special needs to participate in the discussions, and add what they have or have not comprehended. I try not to single the person out and draw attention to their deficiencies. If it is a written assignment. I will try to provide helpful feedback, and also invite the studne to speak with me privately so that I can help. If it is a lab assignment, I make sure I go and sit down with the studne to offer assistance during class.
The first thing I do is give the students a handout of detailed vocabulary words and their definitions for each class. I go through that list carefully with them on the first day of the class. There are always certain terms or phrases that confuse people, so I use simple examples to illustrate the point. This is an immeasurable help to them as I see the proverbial light-bulbs flash over their heads.
I also break certain words down to their roots and/or prefix/suffix definitions... this definitely helps too. The students can then see how the parts of a word generate a new definition in an easy to understand way. I find that he ELL and native speaking students all benefit from this approach.
No, I just think we focus on them and discuss them more because they create challenges in the classroom. The old saying "the squeaky gate gets the oil!!" But, they are wonderful, unique and know they are smart enought to be in college.
I encourage students buddy up for complicated tasks or concepts--student to student interaction, some bilingual translation or bouncing ideas off another student is always helpful.
This also shows student's who have learning needs that other students may be just a confused or lost as they are. Thereby, not isolating them so much.
Some of the strategies that I have used are 'one on one' sessions. Gives me a chance to sit with the student to evaluate their needs. It may be just a lack of knowledge of the material, therefore making it difficult to learn the material; or it can be severe where I would have someone step it with more experience and expertise in the area of needs. No matter what, the goal is to be there for the student and help them with their goal of success.
I teach math in 6th grade and at the college level. For both sets of students I find the use of manipulatives to help all students in understanding new concepts or if they are having difficulties with previously learned concepts.I present the manipulatives to the whole class to avoid making some students feel inferior.
Greetings to all who posted comments to this topic.
Is it just me that feels like we are seeing more students with learning needs or is it because more emphasis has been placed on learning how to assist students?
I like to think that instructors are applying equal learning opportunities for all students. Then addressing those individual needs become less straining on an instructors planning and delivery.
Keep up the good work!
Jane Davis
ED106 Facilitator
I think that you have to provide them with several different touch points. So a presentation, but may additional handouts that are more visual to go along with their readings. Or even reading guides to help them out even more.
I teach legal writing and research and find that some students really struggle with organizing their thoughts So, I have tried an exercise where I give the students chunks from a memo on strips of paper. I put them into groups and then have them arrange the chunks into the proper order. As they work through the process of deciding the proper order, many students finally realize how the concepts we have discussed in class actually work.
Jane, I have a student in Algebra wiht a learning diability. In class 95% of the course material is written as mathmatical problems on the whiteboard. I also tutor her 2-4 hours per week. She really tries hard. However, as we are reviewing for the final, she appears to have forgotten everything we have learned. Algebra builds on each previous concept. The student and I are upset and frustrated. Last week, I paired her with her classmate who is doing the best in class. I had hoped this would help. It didn't. Currently, she is receiving outside tutoring. I am hopeful that this will help.
I am curious if there are any suggestions or comment from anyone else with similar issues concerning a student.
Katrina
Hi Bertrum!
How intuitive and I must say that I agree - a little faith in someone goes a long way towards success.
Great Job!
Jane Davis
ED106 Facilitator
Repetition and simplification. If my other students get impatient, I find a moment to get them to imagine taking this class in a foreign language! It's all Greek!
