Instructing Learners with Disabilities
SMALLS GROUPS
Greetings Dee Dee!
You have made a very good point! Goes back to my comment to Hector that there are so many variables when putting a group together.
Keep up the good work!
Jane Davis
ED106 Facilitator
Small groups can be helpful, however they can also be harmful to learners with disabilities. When placed into groups of 3 or 4, typically leaders immerge who tend to get the assignment done, regardless of the help or lack thereof from the remaining students. Ensuring that each student has a part in the group is important, or they come sometimes not even knowing what topic the rest of the group discussed/wrote about.
team work, that help each other to understand the material, without doing the work for them.
By carefully monitoring their reactions during the lecture and being sure to speak slowly, pause, and make good eye contact, I have found this helpful in keeping LD learners engaged and motivated. I also make sure to keep them included in the class by directing questions to them and offering positive reinforcement. In short, I try not to single out students with learning disabilities, but give them the same treatment as others, with enough emphasis to let them know that I have their interests and concerns personally in mind.
Hi Edna! Thanks for your excellent suggestions. I particularly like the idea of the "agreement" between the instructor and student; it not only empowers, but provides an element of accountability on both parts.
Jay Hollowell
ED106 Facilitator
Hi Mary! Thanks for your examples and suggestions; excellent ideas for all of our course participants to hopefully read. I found some time ago that enabling students to know the basics really well beats trying to cover everything about a topic with them - resulting in poor comprehension and application.
Jay Hollowell
ED106 Facilitator
What are some instructional methods that have been successful for you when working with students with learning disabilities?
Writing very large on the whiteboard, keeping whatever I write on the board to a minimum, underlining, writing in parentheses the word writen out phonetically, these are just a few of the stratagies I use to help my students.
First, identifying the student's diabilities and the student discussing the strategies used in the past will be an exclelent start. Once I know what I need to work on, I will make sure that the student is aware of the accomodations being made to ensure her/his success. Providing a written "agreement" between the student and the instructor(i.e due dates, extended time for testing) will assist the student to develop a sense of empowerement. Using professional and supportive tone where the student is regularly monitored for progress or lack of will show how I am committed to seeing this student succeed.
Hi Barbara,
This is exactly what I do as well. It helps the students to build comradery with other students, as well as to allow a sort of mentoring by those students who have stronger abilities.
I whole-heartedly agree. I have fairly large classroom sizes and it is often difficult to differentiate those that may have a disability and those that are just not interested in doing well.
Often, I to have to wait for the student to approach and inform me of their disability. I find that frustrating. On a few occasions, I have been informed of students in my classroom that have disabilities and have been instructed on how to accommodate them but the student never approached me. If I approach that student, I feel it may embarrass them.
I actually had a student with dyslexia. i found that she was very intelligent she just had problems spelling words and writing them but when it came to the materials she was learning, given extra time she could sum up the information almost as well as i could.I feel most important is constant encouragement, extra time, and understanding. These students are able to and do succeed in learning environments if you are willing to go the extra mile to assist them!
Students translating the english to their language has been a challenge at times. I find encouraging them to ask the meanings of words the don't understand helpful. I also review the tests afterwards so that they may gain additional knowlegde through review.
Explain, explain, explain ... Small groups ... Class participation ...
Having taught special education courses in the public schools, I have found that by using any "hands on" methods for learning enhances recall and understanding. Now that I am teaching Public Speaking at the college level in a culinary school, I use many food item "props" to assist the student in understand terms and vocal presentation.
I have had students with past IEP. I found one student who made it through a class by having all quizes and tests read to her.
Allowing the student to give answers orally. Having someone read the test to the student. Allowing more time for tests/assignments. In general, working with the individual student to find what works for that student.
I am a new instructor and have not had a lot Of success Working with students with disabilities.
I appriciate the idea of reading the questions out-loud
This is a great story, I'm gald to hear no child was left bahind!
