Listening to them, talking to them, letting them know that I am there for them. Pharaphrasing expectations to ensure they understand what is expected of them.
Unfortunately, I would say the majority of my students have reading problems. So for my classes, small groups work well as the students build each other up and assist each other without realizing it. This also fosters cooperation and successful outcomes.
Karen
The key one has always been the additional time. However this only works if the student discusses his/her learning problems.
The best way to find out if they have problems that they want hide is to establish a rapport with them so they feel free to discuss their problems. Be approachable.
I have had several students with learnig disabilities and "test-anxiety" who have come forward and made me aware of thier situations; and rahter than missing out on any class time, we made arrangements before or after class to take tests or review anything they found "in question".
I allow the students more time and tell them to make a project their own.....own it and be creative.
I allow the students more time and I tell them to make a project their own....own it and create.
Do you recommend having the entire class wait for that student to finish the test, especially if there is lecture content left, or do you have that student proctor somewhere else? However, that sets them up to miss lecture material...?
Researce materials to give you new ideals
Researce materials to give you new ideals
I have instructed students with language disabilities and physical disabilities and the more I instilled confidence in them the better and less focused they would be on the disability itself. Always try to make people feel important; the minute the disability becomes more important than the topic or subject they are trying to master, it's over. Build confidence in them every day.
I agree that talking with students is the best way to understand their learning disabilities. Then helping them with their learning disabilities should be based on that student's learning disability.
Since I am new to teaching this section was very helpful to me. I really do not have the experience yet to add to the forum but I did enjoy reading the responses. So far I have had one student who has discussed his processing issues with me. I loved listening to his insights and his problem solving abilities
Find ways to understand them. Try different techniques to reach them.Ask them what has help them in the past.Most of all be considerate of their disabilities.
In my experience, oresenting the material orally and using many examples is the best way to assist students with learning disabilities. I am also mindful to the pace of instruction as not to leave any behind.
I provide study guides as needed. Meet with the student to discuss what accomodations have worked well with them in the past. I also require students with learning disabilities or IEP's to meet with me once per week to check in on their status and follow-up on any questions they may have from the week's lessons. At times, I have required the students to also keep an assignment journal to write down their class assignments, homework, exams, etc in. In addition, all students are permitted to use the testing center to complete exams if extra time is needed or to utilize the center for test taking if the student requires not to be in the classroom to complete the exam due to increased "test anxiety".
Allowing these students more time to complete assignments, and more verbale interaction.
I have not had this experience as of yet in my teaching experience, nor do I experience it myself. I think I would put into practice the various methods covered in the module: ask the student what has worked in the past, tape record the lecture, make a special handout with blocks around specific areas, more spacing, etc. and also give extra time if needed for a task. I would meet with the student one on one periodically to review strategies and modify as needed.
I had a student that was great at answering in class questions and noticed they did not do well on the exams. I meet with the student and found out they had a reading disability. I made my next exam an oral exam, and he did great.
Yes this does help and I have found that by adding private tutoring I can better assess how much of the information that my student actually understood. In private tutoring sessions I have discovered that things that I thought were simple that the student did not understand the material.
As an indivitual with Learning Disabilites I feel I understand what students are dealing with, we have pratical test and writen test in my class this way they have two ways to show that they understand what we are doing in class. I also do not let a disabilitey get them out of doing something I am happy to give more time or try showing them a different way to do something but they need to do the work.
