I work with many scouts with learning disabilities. I find that the best way is to sit down and discuss their issues with them and find out what works best for them.
In general, it is a challenge in working with students with varying learning disabilities. I am not easily frustrated, but these students are often easily frustrated. They don't want to have so much attention placed on them in class, while the other students are waiting for them to get caught up. It try not to take up the entire class time, but I try not to rush them either.
Hi Cindy!
Once a student gets in the classroom, has had introductions to other students as well as the instructor they are more likely to self-disclose. It's about feeling comfortable and safe in their surroundings and with other students.
I try to self-disclose something about myself that makes me real to my students - it's like giving them permission to share with me.
Good job!
Jane Davis
ED106 Facilitator
the greatest challenge is sometimes to get the student to tell you they have had a disability sometimes on admissions they are asked and the student feels that they don't need to tell them so then the student comes into class and you have identified that they have some disability so then you asked them and since you have established a rapport with them they wil tell you.
I find it easier to work with the student after class in a tutoring session of no more than 30 minutes. We can review, learn the use of flashcards, and develope trust that I really care bout them and their education.
When I taught middle school, I team taught with the special education teacher and all my classes included students with learning disabilities. I think the most challenging aspect to this was differentiating instruction for SO many students with very unique learning disabilities.
Anne
The challenge, I believe, lies in making sure other students do not feel put-off, and at the same time making sure that the learning disabled student is viewed as a valued contributor to the larger group. As our learning modules point out, learning disabled students are typically not below average in intelligence, and they should be given every opportunity to shine. It takes a savvy instructor to strike that balance.
Having a child with ADHD and alearning dissability and also another child that in the Deaf program and is also Autistic has helped me relate to those who need that extra attention and support and also allows me to be patient when things aren't going smooth .
Hi Timothy!
I don't think that you are alone in you challenges with learning disabled students. It is difficult to walk the fine line of assisting all student with positive learning outcomes. But instructors who are successful have a kind place in their hearts coupled with a practical approach to education.
Keep up the good work!
Jane Davis
ED106 Facilitator
I think the greatest challenge in working with students with learning disabilities is that they don't always know what works to help them. They have often struggled through high school or dropped out and gotten a GED. Often even with an IEP teachers in public schools do not help students with learning disabilities to figure out what works. When these students enter a career school, they often have no clue how to help themselves let alone tell the instructor what accommodations may be helpful.
Just to clarify though, there are many wonderful public teachers out there who do do a great job of working with students with learning disabilities. often students coming from these teachers are the ones who know what works well for them.
For me the greatest challenge is to fight the urge to "pitty" these students, and to make sure that they take the same responsibility for their grades as the other students. I urge my students to let me know if they have a learning disability, and that we can work to find ways of getting the projects done, but that only works if they let me know about the disability. Some students are too embarassed or proud to talk about it, and that makes it difficult to separate the student with a learning disability from one who is just not performing at their best.
April, I like your observation. Society certainly enables people to be less than they really are by encouraging less than their best.
Good job!
Jane davis
ED106 Facilitator
To have the student deliver the course materials back to the instructor. This can be done several ways.Written exams seems to be the hardest challange to both the student and the instructor.
Usually my students that lack the reading comprehension are talented in other areas. Find the areas that compensate for the lack of reading and try to expand on those talents.
The greatest challenge I have had when working with students with Learning Disabilities is that they can sometimes use their disability as a crutch. I encourage them to work hard and advise me of any support they need but do not expect me to do your work or give you the answers. This behavior comes from past instructors teaching them in this manner.
Hi Patrick!
I believe there is a balance that has to be achieved so all students benefits. Good job!
Jane Davis
ED106 Facilitator
Adapting. Students with learning disabilities push the limits of some instructors. Some may feel overwhelmed or unequipped to handle the difficulty the student presents. The instructor must be willing to seek out, listen,adjust, and continually evaluate their performance and the students progress.
To try and incorporate my lesson plans for the other students so the learning disabled do not get behind.
Focusing or seeming to focus too much on one student. Understanding the nature of the disability and how to cope with it.
Hi Frank!
What a great approach to this individual who is clearly disabled. It definitely has to be a partnership when instructors are assisting those students with learning challenges.
Keep up the good work!
Jane davis
ED106 facilitator
That they get/and understand the information. I had a student that had a hearing disability, I asked him how I can make sure he understood me? he said he reads lips so I just needed to make sure I was positioned in class for him to look at me, and or he would adjust his seat accordingly. But the key was I asked him "help me, help you."
