I give them a written copy of my lecture and any notes from the class.
Pictures, Power point presentations, and breaking down the lessons into smaller more managable chunks works well for me as I have two dyslexic children who have over come their learning challenge.
Hi Sherry!
This is the best of all worlds! But how often does this happen?
How do you work with students who do not self-disclose?
Good work!
Jane Davis
ED106 Facilitator
Students approaching me in the beginning of the quarter (before tests, quizzes, or other activities) with strategies for their success has been extremely helpful.
Hi Linda!
I like it and use it as well. The other thing that I add is color - maybe colored paper or highlighting certain notes. Just another way to help students focus.
Good job!
Jane Davis
ED106 Facilitator
Chris this sounds like a great idea. I am a new instructor and I will certainly keep your idea in mind.
I had a student come to me at the beginning of last class and told me she was bipolar and had isses with anxiety. I could tell by her nonverbal communication during class when she was getting lost or flustered. I would make sure to check in with her after class and see if there was anything I could do to help. She let me know that sometimes she was getting lost when I did too many examples on he board because other students were getting the answers faster than she could find them. Because of that I was able to prepare more worksheets and do slightly less examples on the board. I would also stay after class with the student to see if she needed further explanation, but most of the time it was just her nerves getting to her -- I encouraged her and let her know her grades were excellent!
My most successful strategies have actually impacted all of my learners. I provide handouts to use during and along with class lectures. Not only does this help all of us stay on task, it provides the necessary material in a well spaced and easy to read format, key words are underlined to draw attention to them, notes are brief and to the point (never more than 1-2 pages), and formatted boxes of text are used to keep the students (and the instructor) focused.
Some student with reading difficulties find using a ruler to underline the sentance they are reading helpful. I have also allowed them to put their answers on a sheet of paper prior to completing a scantron and I will review it or have it for reference.
More time for tests.
Providing notes or at least a course outline for students to follow.
Making accommodations listed on IEP.
I like to ask the student what they prefer, and then we sit down and prepare a plan that we both agree to use. I also involve the student services team or anyone else whom might be needed to proctor exams, etc. Many times I'll meet the student outside of class to give them extra support and time, especially if they are concerned about privacy.
I think that the important thing is to let students know that they are to be admired for taking the time to work harder and to develop good learning strategies--they did not give up and have found a way to defeat their obstacle. By showing caring support, I feel as though I can show my students that they can count on me.
Hi Chris!
If instructors don't "help students own their learning", we do the student a great disservice. Self-esteem building is critical for a student with a learning challenge.
Keep up the good work!
Jane Davis
ED106 Facilitator
One method that has been successful when working with students with learning disabilities is when giving a test have the person with the learing disability start the test in another classroom a few minutes eariler then the rest of the class. This technique gives them time to start and get finish in the same matter as the other students so they dont lose leture time.
One of the things I do is collect all exams even for those that are not done. Once I collect them I bring to the testing center all those exams that are not completed. Prior to test taking, I announce that any exams that are not completed may be completed at the testing center immediately following that class and/or during that class and the student must collect notes from another student for the lecture missed. I prefer having a handout for the student so I do try to having power point slide handouts so the student does miss too much.
Thanks for this reminder. I've been wanting to set up a "help" session on a regular basis too.
One issue with helping adult learners is that they have so little time between finishing classes and going to jobs. Many cannot stay late or come early.
I appreciate reading these comments. This is a great reminder as there are always students that want to jump in and answer questions without letting others process the information. I will emphasize this again in class tomorrow.
I have a similar arrangement. I come 1 hr. early twice a week for tutoring, refreshing or make-up work...........knowing this seems to lessen some of the "time" anxiety, and they can also get questions from homework or anything else answered at that time. Ther are some who don't like to be in the limelight by asking questions in class..........this works for them.
This time before classes is open to everyone in the class who wishes to come by....an "accommodation" for all, so to speak!!
My subject(Math) is very visual. There are times when we have students with some form of learning disability that we may be unaware of because the student never tells us. For this reason, I use peer tutoring/groups, draw boxes on the board in different colors around key items, print VERY LARGE on the board,"Read" facial expressions etc etc FOR EVERYONE.As for notetaking, I make a general statement about making a Xeroxed copy of a tablemate's notes if they feel they may have missed something.
Hopefully some of these things help some students when they feel awkward about being singled out. I start with the premise that whatever we do is new material for everyone, and therefore go through a step by step process every time.........it takes a little more time....but there rarely are complaints!
I always suggest sitting up front if they are concerned about the course,and to absolutely ask any questions as they occur. I tell them I want to help, but need to know how I can......so the ball is partially in their park as well. In the end, yes, we are all responsible for their successes, but ultimately, how well they do ONLY shows up on THEIR transcript, therefore, they certainly should want to own that responsibility!!!
Grouping, peer tutoring (less embarrassing for students), repetition and monitoring,helping individuals as needed......these all have made some difference in a positive way.
