It depends on the setting. I have found that the greatest challenge working in an online setting with students who have learning disabilities is time. It is not possible to give our students who have learning disabilities the level of individual or personal attention needed given the number of students in the course and the time constraints associated with the course.
As a result, I compensate for the aforementioned by doing things that I think will benefit them such as providing an extensive, detailed explanation of the instructions to each task prior to the deadline. I do, however, ask that they come to the live chat having already read the instructions and any other resources so that they can maximize their learning experience. After explaining the instructions by section, I stop to ask if there are any questions. Sometimes, I ask questions to make sure that they are listening and truly understand me. I also post PowerPoint presentations that reinforce the instructions and other areas of concern regarding their writing skills, provide helpful websites, and encourage them to use the resources available through CTUO. I explain the importance of using the available resources in combination with the personalized instructional feedback to maximize their learning experience.
During my face-to-face classes, I actually sit with my students and give them individualized feedback and an opportunity to dialogue with me about their challenges. While this is time consuming, students absolutely love it. If students aren't given a task to complete during this time, they will become disorderly or begin to compete for your attention. Ensuring that they have a task to complete for a grade by the end of class, encourages them to use their time wisely.
The greatest challenge to working with students with learning disabilities is not spending all your time with this student when other students need your assistance too. At times when I have one in my class that has a learning disability they demand and need more of my time. I need to find a way to work with all of the students not just the one.
One method that has been successful when working with a student with a learning disability is make up notes for them to follow or give them the instructions orally. One student in particular had a problem reading and comprehending written words. However if you explained the assignment to her, she could complete it with little or no help. In fact during tests if you asked her the questions she could get 100% on the test. I learned through this experience that she was very intelligent; it was her type of learning style and disability.
I feel it is my responsibility to meet the need to aid in the success of my students.
The challenge of learning disabilities can also stem from issues of financial problems, single parenting, computer skills and time management. I tend to address all these in class (with the student) to set a foundation, so they can learn in class. I have had several student with dyslexia and time is the best tool for them to learn. I allow more time on exams (usually take home for all students) so they feel more comfortable with a self paced exam. I work with them thru problems, using a technique of breaking down the issue into smaller parts. It works great.
Hello.
I had some students in my class. I found out that being patient and spend more time to listen to them will pay off. I used to give them extra time to finish the assignment without calling attention to this fact not to embarrass them. Just not showing frustration that they do not grasp the concepts fast enough, give them time to express themselves will help them succeed.
Irina
Robert,
I also think that it is important for students to follow the due dates and not to fall behind, it makes their and our lives easier. I am happy that our university provides lots of help for students to gain understanding of topics fast through offering participation in learning labs.
Tatiana
Marilu, I totally agree with your statement that it is challenging to work with disabled students when you do not know that disability exists. That is why I think it is very important to consult the advisor of the student before making any conclusions about the student’s behavior.
Tatiana
I think the greatest challege to working with students with learning disabilities, is not always having the knowledge that a disability exists, unless you are further along in the class and you become aware of problems or the students tells you they have learning disability. I think that allowing for more time in test taking (an online test helps with this) can help students be successful. I also think that if the student can record the lecture this can be very helpful in transferring of information to memory. Ultimately it is a team effort between student and instructor, working at achieving the right mix of support to achieve academic success.
The extra time that is needed poses a great ptoblem in the ability for the student to be on track and prepared for the next challenge. I encourage the use of our instuctional labs to enhance ability and profiency.
Hello.
I always requested heads up if students with disabilities were placed in my class. I would talk to their advisor about the techniques that were helpful to students in the past, obtain if possible IEP for the students. This will help me to determine what approach to take to help them in the learning process.
Tatiana
To me, errors in judgment, difficulty in delaying gratification, poor impulse control, immaturity, inability to prioritize, and/or lack of appropriate academic support frequently causes the downfall of many a learning disability student.
One of the biggest challenges is seeing past the accomodations and really touching upon the needs of each individual student. Often times, the accomodations are relatively standard; yet, each student's needs are different. I like to have an individual conversation with the student to confirm that I have signed their accomodation form and this my understanding of their accomodation. I like to discuss what I can do to better assist the student in their success.
It is often a challenge to find the extra time when an accomodation calls for time and a half. There is a lot to learn in the courses, and I fear with the time extension that the students will fall behind on the next project. I encourage all students who have time extension accomodations to work with me weekly outside of class in the tutoring center to ensure that they do not fall behind. I encourage them to come and work with me; however, it is ultimately up to the students to put in that extra effort to assist in their own success.
I agree. I often want to help those students that I see are floundering and are in danger of slipping through the cracks. However, I can only help those students who want to be helped.
I work in the tutoring center and encourage students to come in and work with me. I find that students are much more successful if they take that extra step. I have found that students who have been diagnosed are sometimes willing to take that extra step. I have also found that there are some students that use the diagnosis as a reason to slack. These students are particularly difficult to work with. All the availability in the world cannot force an unmotivated student to take that extra step.
The greatest challenge is remaining interested after teaching the same item over again in a slow manner. The best instructional method for me in that case is remnding myself to be patient and understanding.
The greatest challenge to working with students with learning disabilities is to repeating the same materials over and over again.
Hi Andrea, it sounds as if you have some strategies in place to help students who may have challenges.
I think often if a student approaches an instructor to say that a learning disability is involved, that student, as you have referenced, will say what has worked for them in the past in addressing the challenge.
Helping though, of course, is different from merely accomodating. Extra time and tutoring remain valuable resources for students with learning challenges.
Thanks for your comments!
Jay Hollowell
ED106 Facilitator
I have never had a student tell me that they have a learning disability, so that would be my biggest challange. I have noticed some learning challenges through assignments and have arranged for private tutoring for the student.
I would accomodate the students needs the best I could. Allowing them to record lectures or providing a secluded place to take quizes or extra time for quizes. I would encourage the student to tell me what works best for them.
Hi Samuel and all,
More time is often the most common accomodation. Even so, many students do not require the accomodations and are able to finish assignments in the same time as other students. It is courteous, though, and probably comforting, for these students to know that they can focus more on content than on overcoming their own personal obstacles.
One challenge I have a hard time with is the silent student with disabilities. If you don't tell me, I can't help you. It becomes frustrating when the issue comes up half way through the course.
I have not had any problems with students in my own courses, though I have seen a few instances when another instructor has handled a student poorly. In both cases, the instructor seemed to wish the student would go away. In one case, the student did, so I would say that that instructor failed.
In general, being up front with a student with disabilities has worked best for me. I tend to ask the student what I can do to help, and the student usually tells me.
The greatest challenge to working with students with learning disabilities is maintaining open lines of communication. Often times students simply give up or stop participating in class (do not complete work) rather than asking for help or communicating their needs. I try to contact students when I observe a decline in participation or students do not complete tasks for the course. I tell students that they must provide the cues of confusion or ask for help when they are frustrated or do not understand. Typically I grant students more time. This allows the students additional time to work through any obstacles or challenges he/she is facing. I was surprised to learn in this module that 1 out of 7 Americans (15%) have learning disabilities. Of those 80% have problems with reading. This information is helpful as an instructor and will be beneficial to adapting my instructional methods ~ be aware and receptive. Monitoring students will assist in helping those student with learning disabilities.
Thanks Jennifer! As you mentioned, often just some additional time is the best strategy for helping students with learning challenges. Sometimes when I work with a student and give more time, I also provide additional supports depending upon the challenge. It might be a vocabulary resource, an outline, or a recommended technique for assimilating a new topic or application.
Jay Hollowell
ED106 Facilitator
