John brings up an interesting dilemma - do you teach to the middle, the top, or the bottom?
The greatest challenge is discerning the exact type of learning disability that a student has, as even he or she might not have an accurate depiction of what it may be.
When dealing with learning disabled students, I have found that an individual conference or two in the beginning of the term is helpful to map out a successful strategy
Ronald,
One of the ways I keep the normal class pace and still manage to give the challenged students what they need is to assign mentors from the class. Those that tend to work at a faster pace, I have work with someone that is having trouble grasping the information. This works in two ways: 1, I inform the ones that learn faster that teaching others helps them retain the information; and 2, the challenged students get some extra "one-on-one" help that they need. I give the mentors points towards there overall grade for this extra work and everybody is happy. This keeps me free to monitor and answer questions that come up. This works great.
the greatest challenge is keeping the interest of the rest of the class while working with the other student. You cannot maintain your normal class pace, but you also cannot slow down the the challenged student's pace. Finding the happy medium and still getting the full course content is the challenge.
I am only allotted the time per our lesson plans for the classes. Our students have to meet certain pre-course requirements. If I try to slow the pace of the class, I run into the problem of running out of time to complete the lesson or allowing the other students to become less focused on the subject matter. I give the students one on one with me and other SME's after class to expand on the material.
I do not know if I've had students with learning disabilities. This would explain some problems I've had with students. Fortunately I did accomodate them with tutoring after class. I will now also inquire about learning disabilities and use that information to help them succeed.
My greatest challenge is with my own misconceptions. I find myself placing students with challenges in a box or category. This will lead me to either be too lenient in grading or, as has happened in the past, that I am too demanding. Either way is wrong, but without a conscious effort, I tend to forget that a learning disability or a challenge of one type or another does not indicate a less than adequate IQ.
Understanding the disability and developing methods of support specific to that individual when you're running a course is a challenge in terms of time.
My school is very good about identifying students
with learning disabilities and letting the instructor know. We have special tutors for the
English and math department. I always have a
"conference" chair set aside for special help at
the last 1/2 hour or so of my classes. When a
student needs more help, I will make an appoint-
ment either with me or one of our tutors. If they
need more time during a test, they are allowed to
have an extension or do the test in another loca-
tion with a proctor.
Having enough time is the biggest challenge of students with learning diabilities. I try to explain myself in at least two differerent ways and I offer tutoring. It is helpful to me if the student talks with me about his/her learining disabilities before they fall abehind in class
I believe developing a relationship with the student- so they will tell you waht has worked for them in the past. This is important because lots of these students do have a wealth of knowledge because they have been living with this.
It is also important to not bring attention to the student - this could be determental.
I encourage all LD students to come visit me while I am tutoring, so I can provide them with the one on one attention that they may need.
In the classroom, I explain a project in a variety of ways - I use handouts, I visually depict the project on the board and I speak slowly to make sure everyone grasps the concepts.
I have found that some of these adult learners have learned to adapt, but not always in a product/positive way. Now they have come to a situation where they need to let go of some of that baggage in order to move forward. It is those students that require a great deal of patience and some one on one demonstration. I don't mind putting in the time as long as they can put in an equal amount of energy. When I help a student get to, what I like to call, the "Ah-ha" moment, it is the most rewarding and natural high I have ever found.
Hi Dolly! Thanks for your comments, I think you have hit on a most crucial point! Adult learners often know what has worked for them; that, along with our suggestions and adpatations of our instructoinal delivery and assessments, are perhaps the keys to teaching success with students who have learning challenges.
Jay Hollowell
ED106 Facilitator
Hi Miriam, agreed, since many learning challenges are with the way students actually process information, repetition of key concepts and applications can be a very effective technique. When I use repetition, I try to vary the delivery just a little each time. Thanks,
Jay Hollowell
ED106 Facilitator
Hi Cynthia, thanks for your comment; there is really no substitution for one-on-one time and attention.
Jay Hollowell
ED106 Facilitator
Giving extra time outside of class.
individual tutoring has been very helpful
I think a major challenge is that a student with a learning disability is so focused on trying to figure out the actual words that they oftentimes miss the message. I think repetition is a great instructional method to address this dilemma.
Having tutored students with learning disabilities before I became an instructor in a private secondary college I have a unique perspective on dealing with these difficulties. I ask them what ways they have had help with learning and what they have found works for them. If they don't have any of their own strategies I then will ask them to try some different methods that I have found work in the past. Invariably, they find one that they can learn with. I also tell them the more senses they use when learning the better they will retain the material. It works.
