My course envolves a lot of reading. I find students get fatigued or lose interest in trying to comprehend what they are reading. Some of my students need additional time and verbal explanation to comprehend.
ADHD. Trouble focusing on lecture. Need to be actively engaged in class.
Hi Steven!
A great point! I am all for using technology but - like you - it has limited the learning of basic educational skills.
What do you think should change in our school systems before students reach secondary education?
Keep up the good work!
Jane Davis
ED106 Facilitator
It seems to be that students can speak the English language very well but have trouble writing the correct words. When I am giving a lecture I make sure to give the students enough time to take their notes but I do provide handouts as well. This has seemed to work well in my classes.
The most common form of learning disability found in my classroom is dyslexia, with English as a second language following closely behind. Reading and Comprehension seems to be another weak point throughout the classes. It has been noted quite frequently that students are lacking basic skills by the time they get to secondary education facilities. Simply ask a student to find the square root of 25, observe how many students pull out a calculator.
The most common learning disability I have encounter is English as a second language. The numbers seem to be growing from when I first started instruction several years ago. Several things I have done, team this learner up with someone in the classroom that speaks the same language but is also fluent in English as well. Offer additional tutoring time with an instruction fluent in that language. Also students are allowed to record my lectures they also are allowed anytime during instruction to use a translator except exam times.
I just talked to a student today that told me she received an "F" in her writing course. I teach in the Medical Assisting Program. She told me that she tries and just doesn't understand. I am wondering now if she doesn't have a learning disability. She does wonderful with her hands-on competencies in my class.
I teach a Service Writing course in an automotive school. I find that reading and writing skills are the most common disabilities that I face.
I have several African Americans in my class and I have a very hard time understanding them. I need to move over and stand right in front of them so I can understand. Some do not speak clear. I have slowed down my talking so that they will slow down as well. It seems to work. We need the room to be quiet and if we are close, then it seems to work.
I have found the most common form of learning disability in my classroom is the ability to write coherently. The abilty to comprehend a reasearch article and write a summary that made logical sense has been a challenge for one of my students. I asked the student to work with a tutor, and allowed extra time for the assignment.
Hi Diane!
Do you think that reading comprehension and critical/logical thinking is a learning disability or a lack of personal application on the part of both the student and instructor/facilitator? I tend to think that it is a little of both.
Keep up the good work!
Jane Davis
ED106 Facilitator
I would have to say reading comprehension. The student has problems with spelling and grasping the subject. I will give this student more time to take a test. If possible in a quiet place
Another really good idea Sandra!
Good job!
Jane Davis
ED106 Facilitator
I also make myself available for tutoring. The use of formal groups for work outside of class helps as well, as we discussed in Module 2, particularly if the ELL student can be in a group where at least one other member is a stronger, more experienced ELL.
The most common form of learning disability I have in my classroom is the lack of presence, either physically and/or mentally. It makes it very difficult to learn when you are not there.
I have many students with ADHD/ADD problems. This disorder has a learning disability component attached to it. I find that many teachers though only think that it applies to young learners and not adults. I like to remind these teachers that these "kids" do grow up and still have the disorder. These studetns fidget, move around a lot, have problems not interrupting, are impulsive, do not think before giving an answer, etc. On the whole though, they are often very bright.
My situation is similar to Cheryl's. I don't see a lot of learning disabilities due to the courses I teach. Most of the students are experienced in the field and have the most difficulty with ADHD or relating the academic "why" with their experiences. Since they apply the information regularly, applying an academic standard to quantify what they do usually leaves them restless and frustrated.
Additionally, the ADHD part kicks in when they feel they already know the material but not necessarily accoring the the "technical" terms. I get a lot of "you know what I mean" and frustration as the course progresses.
Greg
I truthfully do not encounter many learning disabilities. I have taught a few students with dyslexia and simply slowing down has helped these students tremedously. I have more difficulty with students struggling with Adult onset ADHD. I would love suggestions for enhancing this type of students learning ability.
The most common form of learning disability that I have encountered in class has been dyslexia. We regularly give spelling tests and several students are always reversing the lettering in words.
I have to say language comprehension. We have several international students in our courses with various levels of English and it is their second language. Having an appreciation and knowledge of the different levels is essential to their learning that each student brings into the classroom.
