I find that an extra 20 minutes or so of my personal time after class, some encouragement, and between class availability for answering/elaborating on assignments goes a long way in keeping students with learning disabilities positive and motivated.
I have worked with students with learning disabilities throughout my career and I have found that a host of support works for these students. Typically, with students with reading learning disabilities, I have noticed that providing numerous reading strategies has helped as well as allowing more time on assignments, etc...
Patience, attention to the areas they struggle and a positive attitude so they can feel that they can make it no matter how hard it the class is for them, gives them motivation to work hard to achieve their goals.
True, visual aids are best when visual...but I think you need to stop using such a post modern interpertation of this illustration.
Positive rienforcement that they are doing well when that is the case and remaining positive when they are not to encorage them to continue trying thier best.
Of course, the particular answer to this question is going to depend largely on the nature of the disability in question. Every student is going to have a better idea than I do what works for them; maybe the most effective thing I can do is just listen, and give them what they ask for, within the boundaries of practicality and fairness.
Ensuring that students are provided the tools they need to succeed. Things like extra time on tests, help in understanding written materials, or sometimes just a compliment are very useful.
Check with the student to see what types of support have assisted them in the past. Time is of great support for most learning disabilities but sometimes there are other issues. Being helpful is being an instructor. To make a student want to learn and assist in that process is priceless.
Give them more time. Allow this type of students to use different techniques that may worked for them in the past. Incoorporate some of these techniques to your entire class, they may be beneficial for the rest of the students.
Spending extra time with these students and make yourself available after class, will give you the chance to monitor progress.
We have the tests read to the students as needed.
I like to do the hands on lesson and the classroom lesson before I give the test.
Allow them more time to finish assignments, allow them to have preferential seating if necessary
Giving the student more time to complete assignments and making yourself available for any additional help needed.
I have found that taking extra time with them on note taking has been very helpful. I use alot of extra hands on activities to support the concepts. I am also using an IPOD player for testing purposes. These all seem to be helpful in the students success
I think visual aids are most helpful when visual
I find it a challenge to show enought patience. But if you can and can give quick approval of task completion, then it can be a very constructive learning improvement for learning disabilities.
Making time for personal instruction. Being motivating.
Time and patience are two of the most valuable supports for students with learning disabilities. It's important for the student to be an advocate for themselves and communicate their previous experiences.
I agree with patience, it's not easy to read a long test with long answers to a student and have to repeat them over and over again. Also, tests with shorter questions and answers helps. I have also recorded myself reading a test for the student to listen to which they seem to like a lot because they can go at their own pace.
I believe the first step is understanding what type of learning disability the student has then provide the proper support.
I find that if possible, reading quizes and tests outloud may help, letting the student record my lecture and giving them extended time to complete exams are all helpful.
