I have been fortunate when a student is enrolled in one of my courses, I receive a letter from academic affairs outlining the disability and options I have to help the student succeed.
I have found that these students are very good at establishing communication prior at the beginning of the course. This provides a great avenue for us to establish any modifications to the TIME required to getting the course requirements completed.
Up to this point, time has been the most successful tool for these students to get through the course requirements. Just a few more hours to up to 48 hours provides the additional time for these students get their work submitted.
I have been very pleased with the commitment and persistence these students put forth in moving their education forward.
Best!
Nicholas
Students with learning disabilities need to be reassured that they can do the assignments just as well as others. Giving them verbal support, in addition to other supports such as extended time or guides on test papers, will enable them to succeed in the classroom. I believe that this success will then transfer into their lives in the future.
Allowing a student to communicate what their disabilty is and acting on past supports that have been helpful to the student.
I usually allow extra time for assignments, having the student bring the assignment to me for review and then I will go over points that are not clear. Then I will allow the student to go back to finish or re-do that part of the assignment. For exams, we have a learning resouce center specifically for tutoring and exam-taking should a student need the extra time or quiet atmosphere.
The best way to learn how to help a student with learning disabilities is to listen. Ask them what type of support has helped them in the past and try to accommodate it. Explaining things clearly and speaking distincly while demonstrating the concept gives all the students added support.
It is also helpful to be aware of the different types of learning disabilities to ensure your instruction techniques are aligned with the student's needs.
just the fact that word comprehension is a problem should show that more time will be needed by the student to overcome this problem.
Greetings Margie!
I like the formal process that you have as it reduces student anxiety over disclosing - one more time - their disability. I am curious how your school defines disability. Based on my academic experience and working with the disabled, learning disability means something entirely different than having a learning challenge - like the student mentioned that has "problems processing reading material".
Good job and keep up the good work!
Jane Davis
ED106 Facilitator
The first step is to getting the student to admit they have a learning disablility and from that point be their coach. Ask about their progression and stay supportive.
Our students must have an accommodation filed through the Academic Department before we are allowed to make any accommodations for them in the classroom. Once I receive a letter from the academic department, I am not allowed to approach the student, they must come to me. In my opening class I discuss this policy and encourage students who might need additional support to go through the appropriate process and to discuss with me, what has been most useful to them in the past.
Additionally, I have students who do not have a diagnosed learning disability, but who know that they have problems processing reading material, or they struggle with retaining and retrieving information. I work with those students to identify additional resources to support their learning. Fortunately, most textbooks now have audio support available to students in the form of mini lectures or even audio textbooks. Most of my classes also have PowerPoint support that I suggest students use as a learning tool. I also allow plenty of time for students when it comes to quizzes and tests.
So while I can't make an accommodation (without the formal process) like providing more time for one student over another, I CAN make sure that all students have plenty of time. I can work with them on finding the resources that will support their learning. Some of my students with learning disabilities work so much harder than my students without learning disabilities. All they want from me is an opportunity to find a way to do what other students do naturally. For the most part, they aren't looking for me to do it for them. I am happy to invest the extra time in helping them find resources and develop study skills that will work for them.
It is usual for students in career colleges to be aware of their disabilities and readily share their information with their instructors. Using previous strategies successful in the past will aid in not reinventing the wheel.
1t you must observe the student and then the student must admit to the instructor that he/she has a learrning disability. Once that is established, you can ask in what ways have previou instructors been able to help
More time is very important, Some people (like myself) don't test well and when rushed or held to a TIME ....don't perform as well as they could
Observation and other types of informal assessments are great ways to begin the process of learning how to help a student with learning disabilities. Although self-advocacy by students is needed, not all students are comfortable disclosing their learning disabilities at the start of a new class. Teachers should always be aware of each student as an individual, paying close attention to how each student responds within the classroom. A teacher who has good assessment skills will be aware that a student might need extra help. A good teacher will also encourage all students to share with them any problems they may have, ensuring them that any disabilities will remain confidential. Some ways to assist and help a student with learning disabilities is to use a variety of teaching styles, allow for extended time to take tests and assignments, provide for alternative testing if needed, and ask--ask what accommodations are needed, etc. As educators, we should be aware, sensitive, encouraging and accommodating of all our students.
Hi Janet!
Thanks Janet for pointing out this very important approach. Patients - as long as it isn't pity - but understanding and kindness - can reach a student who hasn't been reached before.
Keep up the good work!
Jane Davis
ED106 Facilitator
My school has an ADA Coordinator who gave a 2 hour class for instructors. The coordinator works with the student who identifies as needing accommodation and provides the student with a letter to their instructors specifying what accommodations are appropriate for this student. Then the student decides whether to ask a particular instructor for the accommodations. And, the coordinator is trained in how to make the accommodations work, and available to the instructors for help. Of course, this is a part time job for one of the department chairs.
Being patience with your students with disabilities is the key.
Once I realize a student has a possible disability I'll discuss it with my management team. We have systems in place to address these conditions. As I understand, I cannot approach the student and ask him. He has to come to me. We have several ways to get the lesson across to him and several avenues for testing. Once realizied and implemented the students in my class succeed
teachers & students must have open communication so any disabilities are known and can be accomodated.
I really like the commentary in this lesson about discussing learning disabilities with students and having them share ways that they have been successful in the past. That would seem to be very empowering to students. It also would seem to be giving them a lot of ownership in their own education. And from a practical point of view, it is very helpful to the instructor. For example: a student who has a learning disability that involves reading comprehension has been using books on tapes or audio recordings for years and it has helped him or her to be successful. Therefore, if you discuss this with the student, he or she might ask to tape class lectures (audio or video) in order to play it back for themselves. In addition, if you do not have this discussion, the student might be afraid to ask you to tape the class. Or you might be asked to produce written notes that could be very time consuming when that method is not going to be as helpful as an auditory version of the class lecture or discussion. I think you create a win/win by engaging and discussing.
I like to talk with the student and find out what best works for them and what has helped them in the past and I try to adapt to their needs as much as I can.
