I am an instructor in an accelerated nursing program. Reading a lot of material is mandatory and necessary. I am amazed at how many students verbalize that throughout highschool they had difficulty with reading and studying and then sign up for an accelerated program.
The most common form of learning disability that I come across is English as a Second Language. Patience and persistence is the key for them to understand the material and for me to understand what they are trying to get across.
We also have a support system in place where we can recommend the student seek additional help from ESL classes.
Hi Leigh!
I hear that often. The one thing that I have observed is if a student learned to spell/read phonetically, they are typically better spellers and readers.
The only suggestion I have is to give students vocabulary words associated with the lesson for the week. Make is an assignment just like we had in elementary school. This can be done for all students just as a refresher for those who do not struggle.
Good job!
Jane Davis
ED106 Facilitator
I run into alot of issues with spelling vocabulary
ADD/ADHD is a real struggle for students.
I agree with you Donna, these students have been made to feel incompetent. I don't know if it comes from prior school experience or the home, but they doubt their own ablities. Many of these student are very bright, they just have difficulty focusing and sometimes processing information. These students need constant reinforcement, reminders, and praise to stay focused and succeed.
Greetings Jill!
Slowing the pace during classroom testing/discussion/interaction can help all students. Most students are in overload because of school/work/family, etc., so pacing gives all students a better opportunity of being successful.
Keep up the good work!
Jane Davis
ED106 Facilitator
The most common I have come into contact with is dyslexia. Students misread test questions, read words inside out causing them to mispronounce new words. Usually if a student slows down while reading it helps them to take the time to get the question correct, giving them a better shot at the correct answer. It also helps to have students repeat words after the instructor so that they can pronounce them. When they know what a word sound like, it helps them to identify them in print as well.
Hi Teresa!
When I think of English as a second language, I don't think of that as a learning disability. ESL is a challenge but not one that can't be addressed or overcome. But LD is developmental, cognitive, etc. challenge that becomes a life-long issue for most people affected.
Good job!
Jane Davis
ED106 facilitator
Hi Pam!
I agree - if I had to say there is one LD more prevalent than another, it is reading and reading comprehension - and that didn't start the day they started College courses.
Good job!
Jane Davis
ED106 facilitator
THe hardest thing about a learning disability is knowing whether it really is a disability. With a diverse group- there may be underachievers, students that just don't want to perform or students that just are on par with the level of education. Sometimes we are blindsided by making a quick and incorrect assessment.
I don't think that it's so much a learning disability as much as a skill that hasn't been properly developed over time. Typically, the adults in my classroom do not like to read and can't explain what they read. When I ask a question directly related to the material in the book, they either can't remember or they don't know how to formulate a response with complete sentences. Instead, the responses are one word answers. So it's difficult to get any kind of debate or discussion going among students. Any suggestions?
Anne
Would have to agree with the others that english as a second lanquage is a bit issue
Most common form of learning disability in my classes seems to be reading comprehension. Typically students that have this challenge will simply let me know that they need the tests read to them or that they aren't understanding the material they read and have to read it over and over again. One of the characteristics to help me as instructor to spot when a student has this sort of challenge is when they take a lot of time to complete a test. In addition sometimes even with that extra time, they still fail the test. If they have been participating in class discussions and seem to articulate understanding of the subject matter when we discuss the topics, then that is usually a sign that there are some challenges that the student is dealing with and so I will have a conversation with them in attempt to get them the tools they need to succeed in class as quickly as possible.
My two most common forms are student for whom English is their second language and students with below par reading ability. For the student for whom English is a second language, providing them with a vocabulary list and having them focus on writing out the definitions seems to help. With student who have below par reading skills, the main issue is their level of motivation. Those that are motivated seem to benefit from some additional time and one-on-one support. Those that are not motivated get frustrated when you are not able to take the time to read all assignments to them.
Some days I find or feel that many more of my students may suffer with ADD/ADHD then actually realize. I try to change the pace or introduce an activity that allows the focus to move to something else for a while. Keep it short and simple.
English as a second language, I have found that they just need a little extra time to process the information and then formulat an anwser.
Hi Talyon!
But don't your students have to be able to read receipts/instructions?
Good job!
Jane Davis
ED106 Facilitator
Great story Donna! Sometimes it's about have confidence in someone that they can do it!
Keep up the good work!
Jane Davis
ED106 Facilitator
writeing, as a chef instructor must of my students excel in the areas of hands on types of skill sets
Although I've seen several types of learning disabilities in my school, I think the most common would be what many would call ADHD or ADD.
I know it wasn't mentioned in the reading, but this seems to be what we run into most. And I think this can be addressed by making the classroom experience a bit more lively, less long stretches of any one activity.
Once this is addressed in the class, it's eaier to identify some of the other learning disabilities with students. I once didn't realize a student of mine had a rather sever hearing disability until I saw his hearing aids, and this didn't occur until we were three or forur classes into the term. I had spent those first few classes devoting a lot of time to orienting students to the pace of the class and the important introductory materials. The hearing challenged student had somewhat faded into a somewhat familar group of peers and was relying totally on them for some very important information.
I had to go back over some material with him, and I think he appreciated it; but I did regret not knowing he had the disability initially. We were able to adjust accordingly once I knew.
I think the first few days spent helping the students focus on the material was beneficial, but it allowed me to miss another disability that might have made it for one student to be successdful in the course.
