There are a number of challenges associated with dealing with students with learning disabilities. Allowing more time to complete assignments is a great method along with discussing with the students what worked for them in the past.
Not a problem. Any methods put in place to aid these students help all students achieve a higher performance. The utilization of "accomodations" atually makes us teach in many different codes and modalities with the addition that everything from syllabi to assignments and tests can include these features that all can benefit from because of the diversity of learning styles. It is an opportunity to be a better teacher for students in general, not only limited to learning challenged students.
The greatest challenge to working with students with learning disabilities would be to keep the rest of the class attention. As instructors we need to give students with learning disabiliites more time, however we do not want to lose the attention of the other individuals.
Some specific instructional methods that have been helpful is to use the questions that the student with the learning disability to reinforce some of the key points that are discussed in class so that the entire class can benefit from this. Sometimes as instructors we can take for granted that we fully understand the material. However the questions asked by students are a great que for instructors to repeat some of the material or to recall material that was not covered.
The challenge was trying to understand the students needs without testing. Although a test is not 100% relied upon, but it is a starting point. This gives an opportunity to talk with the students 1 on 1 to confirm thier abilities.
Thank you for your post. I too have observed the lack of note taking, but have assumed it is just that the student uses a different learning style. In retrospect, I should interject a question to make sure that my assumption is correct.
Your examples are challenging. I have changed locations and timing, but not quiz questions or assignments. I have had limited exposure to this area, so will keep these ideas in mind.
Excellent post Andrea. I've only been teaching a few years, and have gradually learned what you have noted in your first paragraph. Frankly, it makes me mad to see firsthand the failure of primary and secondary education. I did not see that in the public schools my children attended.
I appreciate your comments on peer groups. I will try that in my courses next term. I'd also like to try it in my online courses. Your example is a great reward.
I agree that a tutor can make a big difference, but my experience is that students are loathe to take advantage of tutoring, even when made available by the school at no additional charge.
I have had limited experience with students with LD. Those who have been identified to me, either by the school or by the student themselves, have just needed more time or the ability to take a quiz or exam in a separate, quieter environment. In neither case, did they require a different communications from me. All of these students have been successful in my classes.
A good point. I am often surprised to learn, after the fact by way of a late-arriving administration memo, that a student has a learning disability. Many have their own unique and well-honed systems for processing information. The reason that I make this point is that if you are notified that one of your students has learning issues, do not necessarily adopt a different demeanor or teaching style automatically. I will usually talk to them privately and ask them if and what I might do to help them along.
Yes, oral exams may take more time and require extra hours and attention, but I have been amazed at the difference test-time performance of students when employing this method. My satisfaction in their success is more than adequate reward for any extra time required. I can honestly say that I can't see how a role-playing scenario might be useful to my particular class, but I very much like the idea and expect that a good many courses could make good use of it.
For my classes the primary challenge has been one of reading. There is a great amount of assigned text and several written exams. For those with real disability, I have found that providing concise outlines to various texts and directed notes helps a great deal. At exam time, I both provide extra time for such students and, if requested, will gladly read the questions aloud for them in a private setting after the class.
The biggest challenge is figuring out how to help. An accommodation that just says "more time on tests" or "a quiet area" doesn't help in day-to-day situations, so I try to get as much information and feedback from the student as I can.
I have had success with both taped lectures and working in a computer environment (Excel) for some students - the spreadsheet gives some structure, and you have spell check, etc to give feedback.
The biggest challenge is students in the class who do not understand. Patience and asking the student what helps them. Creating outlines and follow up.
Hi Mona! Introducing a skill in short segments, or the building block approach, can be very effective as a teaching strategy for challenged learners.
Thanks for your comments!
Jay Hollowell
ED106 Facilitator
I think the biggest challenge is maintaning their privacy, not giving them so much attention, others feel left out.
If someone has a math challenge, I have tried to use visual physical examples to explain the concept. Also explain the concept in short segments. An example would be if someone did not understand how to measure the square footage of a room. I would have them draw the room to scale and then divide the room in to square foot segments and have them count the squares. That will usually work when they visually see the concept.
First learning and understanding their disabilities. This will allow me to understand their needs to be successful in the classroom.
Typically short visual snippets have been successful so students did not have to stay focused for a long period of time.
Since I am new instructor this has yet to come across to me in class.
Hi Troy,
The number of students entering college with either learning disabilities or simply unprepared has for some time been a major topic of discussion. It can be frustrating both for the students and instructors. Particularly because some students' perception of college is skewed. They eventually come to understand that the level of performance required to succeed in college is different than the level of performance required during high school. Again, this can be frustrating for the student and instructor. Accordingly, patience is critical, as you've noticed (smile).
I usually, encourage my students to help each other. Accordingly, I use peer evaluations for their essays. One other suggestion is that they form study groups. I have shared with my students, hoping that it would translate into something that they might try, what worked for me in college. I was always in a study group. Some students really do listen to us. To my surprise, at the end of the semester, one of my students approaced me and asked if the classroom was avaiable for use after our session was over. It was. After class, I stuck around to talk with some of the students and learned that one of them was leading a study group to prepare for an algebra final exam. The student was excelling in algebra and wanted to help some of her fellow English classmates with whom she shared the same math class. I was soooooo impressed!! And I told her so (smile). This all took place on the last day of classes. Besides the party that we'd just had, this was up there with one of the greatest moments of the semester. I was sooo pleased.
Nevertheless, tutoring can also help significantly to reinforce the instructional feedback that you provide when working with students who have learning disabilities. I also find that some of the students will share that they have a learning disability and really give their best. While others try to hide from the issue. This can be particularly challenging for the faculty member if the student does not accept that there is an issue. Patience on the part of the faculty member is certainly required.
The greatest challenge of working with students that have learning disabilities is patience. It is difficult to comprehend their leaning inabilities when you do not have the issue yourself. I like to be able to relate to my students and sometimes, the disabilities make it difficult to do so.
