My biggest challenge it to recognize the students needs. I can accomidate, most any need if I can Identify it. Some with comprehension difficulties have written test read to them
Hi Victor, keeping the class on schedule while spending additional time with challenged learners is a delicate balance.
I have found that as opposed to adjusting the deadlines (allowing more time for those who need it), varying the ways in which a student can respond and be assessed is more effective.
Just curious, what methods have you employed to keep the balance?
Thanks,
Jay
ED106
the most challeging task is to be on time with lecture/lab assignments that are due, some students must have more of your time
Since most of the students enrolled in my school have reached the age of twenty-one the IEP no longer applies. This means that the students in my class are not entitled by law to have special accommodations made for them. They are protected from discrimination by the Americans With Disabilities Act (ADA) but not covered in terms of instructional accommodations.
One issue for me is accepting the fact that these students are out there and need help. They are not dumb by any means. I used to have a sterotype about disabilites, but this has changed over the last several years.
The main thing for me is recognizing there is a disablity, and what can I do to help them overcome this disablity and get the best education possible.
Duane
Thanks, Cheryl! This is very true, if we are going to replicate the workplace as much as possible for all students, then though we must respect and work with learning disabilities, we cannot just accomodate them; the workplace is far more unforgiving than the classroom!
Jay
ED106
It really depends on the student and the situation. Each class and student is so different that when you see this it can be easy to handle or very difficult. Some students do not even recognize that they have a problem while others expect you to change the entire class just for them. I think that would be the most difficult. You want to help but you cannot do the work for them, you cannot give them so much extra time and accommadations that they are not doing the same work as everyone else and you cannot grade their work any differently. I have found that they expect you to grade their papers 'easier' then others because they have a disability and that is not the case, college is college and I must maintain a high standard or else they will not be qualified to pass the class or to do their job when they get out of school.
My biggest challenges working with students with learning disabilities are:
• Don't assume that the person is not listening just because you are getting no verbal or visual feedback.
• Don't assume that you have to explain everything to students with learning disabilities. They do not necessarily have a problem with general comprehension.
Through the 20 plus years I have been teaching, it has been my experience that most people know, or are taught, at an early age, how to process information and develop an organized plan or strategy when confronted with a problem, whether that problem is social, academic, or job related. I have a tendency to forget this fact.
The greatest challenge that I experience with students with disabilities is the lack of resources available at our institution. We are a small school and are only able to provide a limited amount of accommodations. For instance some schools has a staff of note takers tat attend a student's class. We do not have this kind of man power.
This quarter I am currently teaching a student that is visually impaired. To accommodate this student, I am providing him with my a copy of my power points in large print as well as large print documents and quizzes.
Dear Jay,
I have indeed enjoyed participating in the forum discussions and have learned from your positive input and suggestions as well as those of my 'co-horts' out there! Being an 'aware and alive educator' makes me very happy. This is an era in which people have to get beyond themselve, reach out and think globally about what they can give to others. Seeing "aha" moments out there among students who grasp concepts I've put on the table that they have wrestled with and prevailed in so doing is richly rewarding. I just hope to get better and better so that my students prosper!
Hi Anne!
The approach of the village observing your assistance with individual questions and challenges at the back table is a powerful learning tool as students so often learn from each others' perspectives. I know that, based on your comments and examples, you are very positive with your students across the board, hence, having five learners around you as you assist individual situations is uplifting to everyone and doesn't breach any confidences.
I want to thank you for your outstanding forum participation and valuable examples; I believe they will help other participants; please feel free to reach me at any time with questions or comments.
Jay Hollowell
ED106 Facilitator
I would say that my greatest challenge is having enough time to work with the students individually, particularly in large design classes. What I have been doing lately is making certain that there is a window of time in each class to help students while the other students are working on the most recent homework assignment. Sometimes that 'window' is an hour and a half, sometimes an hour, sometimes a half-hour. I always say at the beginning "I am going to be working at the back table with anyone who needs assistance." At this time I usually have a group of about 5 students crowd around me. I stipulate that it will be beneficial to all of them if they watch how I help each person. I try to not take more than 15 minutes per each student in order to not be monopolized and to not frustrate the waiting students. I talk constantly and make informative remarks about what I'm doing and I make certain that I am humorous and entertaining so that they won't be bored and I won't lose their attention. I also encourage students to work in pairs so that "no student gets left behind." After completing the hands-on work I always let them know that 'it takes a village' to learn well, and that they should take further questions and concerns about the assignment(s) to the learning center. I also am certain that I read each new assignment out loud that I give my design and sketching classes
because I am aware that there could be a reading comprehension challenge among some of them. I frequently repeat points that are crucial to the success of each assignment.
I’ve seen an increase in students with learning disabilities over the last two years, especially now we are seeing younger students coming straight out of high school.
There are a couple of challenges; one is having more patience’s and the other is having the ability to identity students with learning disabilities. Some student’s with a disability do a good job at hiding or working around their disabilities, which makes it harder to identity.
One is instructional method I have experimented with is using a student to assist. Some times tutoring after class works well.
Excellent point, Willie, about presenting instructions orally as students read; this taps both auditory and visual learning styles.
Jay
ED106
The greatest challenge is providing extra time for the student when you are on a strict class schedule. With communication with administration, it’s feasible.
I found that presenting instructions orally helped my students as they read the text.
Hi Samuel!
Thanks so much for your comments; it sounds like you are on top of using different instructional methods to reach your students. I really like the idea of the sketches as it fosters visual, hands-on and interpretive learning.
I also want to thank you for all of your participation in ED106; it was a pleasure having you in the course. Best wishes for your teaching endeavors,
Jay Hollowell
ED106 Facilitator
One of the specific methods of dealing with students with learning disabilies is too provide more time on tests as well as to utilize a mix of visual, hands-on learning styles. I have also used methods such as oral tests, roleplays allowing students to present sketches to demonstrate particular problems.
