Small groups, don't single them out in the classroom, clear expectations, more time to complete a task or modification per IEP, and praise.
I find this method works well. I frequently reword a question for better student understanding.
Customising lectures is important, but pairing the student with one or more students that can reinforce the material of the lesson works well.
One technique is to have students the first day engage in some level type of self-review or assignment where you can observe or review directly their abilities.
In English class, one of their first assignments is to write in-class an introduction, or response. By reviewing this, you often get a helpful initial understanding of language abilities. It is not set in stone, by any means, but it helps identify potential challenges the student might have.
I find that individual attention with assigned partners work well. I also utilize the tutoring that is available to the students.
As soon as possible find who has learning disabilities, what have worked for that person in the past.
After that I try do do my demos, in smaller groups, sllow down the presentation and give everybody documentation in a simplier matter( large fonts etc.
I keep in mind that everydoby can be successful.
Keep the motivation going at all times
I have not knowingly had identified learners in my courses with LD. However, deliberate design principles based on measurable objectives and addressing all learning styles will include many success features. Some items of good design include non-linear navigation, chunking, audio options, self checks and auto immediate feedback, use of web resources to support the text/readings, a balanced learning environment with regard to due date of deliverables, and authentic assessments not the traditional M/C lower order assessments traditionally found in many classes.
Dr. Jeannette K. Jones
Thanks, Heinz! What an outstanding example!! Using and expanding what has already been successful for a student is an excellent way to bridge the acquisition of new skills and pairing up students as a learning aid is also very effective. "Teaching someone else" is a valuable way for a student to reinforce and enhance his own mastery of the topic or application.
Jay Hollowell
ED106 Facilitator
Pairing the student with another student is one way to assist in the learning of the subject. Another one is of course listen to what the student did in the past to be successful and to give him asscess to the same/similar tools.
One student told the entire class on the first day that he is a bit slow in learning and that he needs extra time and help. The entire class helped him in different ways and he was one of the highest motivated students I've ever had. He graduated and landed a great job even before graduation.
I agree we need to encourage our student to try and learn themselves in spite of a disability. Some mothers think they are helping their child by getting them help, but don't try all the simple things first. I think many just need the encouragement they can do a task. I think teachers are in a good position to help a student see their abilities which can be over looked by a frustrated parent.
small groups are great I like when I can talk to them one on one.
Hi Kristin! Thank you so much for sharing this excellent game and learning activity with our participants. It helps the discussion forum take on a "resource" and "lessons learned" focus.
Jay
ED106
Sure, Mr. Hollowell.
Many of the games we play are based on TV games, sucha as Jeopardy, Who Wants To Be A Millionaire, etc. But, the game my students seem to like the best is a very simple vocabulary game using flash cards. I'll pick up some silly dollar-store trinkets, and place them in each of three large manila envelopes. I number them 1 thru 3...no-one gets to know what's in any of the envelopes. I place these at the front of the room. All of the students sit in a circle, and I show them flash cards with terms on them. If a student responds correctly, they get to choose any envelope they want, and I move on to the next card and the next student. If a response is incorrect, the card goes on to the next student and the next and so on until someone answers correctly. The correct answerer gets to pick another envelope. There is no penalty for missing an answer, you simply wait for the cards to come back around and try again with a new term. Once all of the envelopes have been chosen and are "in play", a student who answers correctly gets to "steal" an envelope from any other student who has one. This makes the game a screamingly fun one, as students groan and moan (laughingly) over losing their envelope, but it also gives them some friendly competition. Once all of the flash cards have been answered, the game is over. Whoever has possesion of the envelopes at the end of the game gets to keep what's in them.
It is important to keep the prizes silly and cheap so there are no hard feelings, and I generally toss out Hershey's kisses and hugs to the others after the game if they can answer some simple question or respond to a flashcard they missed during the game.
My classes get so loud and raucous when we play that we often draw a crowd of administrators and prospective students who may be touring our school, so it gives my students a chance to show-off their hard-learned knowledge a bit, too!
Bravo, Kristin, thanks! Your use of multiple techniques and resources ensures a better reach to different learning styles and to special challenges. If you have a chance, may I ask you to share with the forum a game that you use with your students? I think it would be of great value to our participants.
Thanks again,
Jay Hollowell
ED106 Facilitator
I have used a few different instructional methods when working with students with learning disabilities. I try to incorporate visuals as much as possible, and encourage students to record my lectures if they feel they would benefit from hearing them again on their own time. I use power-point presentations, and give handouts for each topic with the key points already outlined. I create vocabulary exercises such as word-finds and crossword puzzles, and students who get stuck can "buy" hints by assisting another student in a different area. I am also a big believer in games that incorporate vocal and visual elements as well as the written word. This way, students of all different strengths get a chance to "win".
A-men! The more one on one time that I can have with the student the better the outcome.
Hi Steven! Thanks for your comments; good strategies; may I ask,
"What is typically included in the review packet? Is it subject-specific, terminology, study habits, vocabulary, self-assessment, etc.?"
Thanks again, look forward to your response
I can many times identify students with disabilities during a review packet we hand out the first day of class. The grade they get on this at least helps me identify potential problems. I listen to the questions they ask sometimes. An answer I may think is easy may be a nightmare for someone to remember that has a disability.
When giving instruction to a class be sure toread the instruction slowly and clearly out loud for the entire class. then check with the student to made sure he understands the instruction.
