
Hi David! This is interesting, could you possibly tell us soe more about how they are used and what some of the results might be?
Thanks!
Jay Hollowell
ED106 Guest Co-Facilitator
Students with learning disabilities often do better if more time is allowed to them. Providing some extra one-on-one time with these students is also helpful.
I have found that if the textbook material or support materials are accompanied with a recording of someone with a clear voice reading the directions, or other paragraphs, it can help a great deal for those with reading problems.
Greetings Germain!
Some really excellent pointers! We absolutely have to recognize each student's abilities and learning styles for determining the best instructional support.
Keep up the good work!
Jane Davis
ED106 Facilitator
Good job Betsy - keep up the good work!
I know all your students have positive learnign experiences in your class.
Jane Davis
ED106 Facilitator
I ask the first day of class that any student with concerns or known learning challenges to speak with me or email me so we can make an action plan for the duration of our class.
Additionally, I provide graphics, powerpoint and handouts to make sure that I am reaching all the different types of learning styles, including learning disabilities.
I provide ample time for assignments, alternate testing for those who need verbal testing, additional time, or private testing room.
making arrangements jointly with student prior to class and having a set time (before or after class) tomake sure accomodations are working.
I agree with the other instructors who commented in this forum that "more time" is important. how that time is used is also important. simply giving a student an untimed test in paper format may work...but it may not. some students need technology-enhanced testing. computers that present text in large letters or with varying brightness help some; verbal testing helps others. also, simply allowing a student to take more time in creating original work may not be enough. sometimes, it may be important to not only refer students to writing centers and reading centers on campus, but also provide incentive for use of those centers. perhaps a grade elevation for drafts that are signed off on by a tutor? even a few points added may encourage a student who doesn't really want to have to adjust to his/her disability to try (remember, students with issues don't always want help--they want to prove they can be independent like the other learners in the class).
Types of instructional support include using bold or bigger writing to point out important subject matter and to give your students more time.
Here we go!!! I hear time after time, I just do not test well or I dont like the A/B style test format. I went to work on this. In most cases that I researched through instructor/student interaction, the student with testing problem's ability to retain the in information was impeded be lack of comprehension. Their learning style needed to be matched up with the delivery. In other words we can not change the learning style so I changed the delivery to a format that met their learning style and the tests results were night and day in difference for the good. It was never really just a test issue but a comrehension issue. Now please keep in mind that their is also comprehension skills and tools needed for testing. The whole package neede to be uncoded and recoded to match the students needs.
Giving the student more time is one way that I find helps them to complete a test. Another way that I find to be successful for students is to give them a quiet place to take their tests away from any distractions.
I have found that students will tell you what supports work best for them. Common supports that I use are:
Allowing student to record lectures. Providing the student with a lecture outline. Extended time for a test, taking the test after the rest of the class has been dismissed, this seems to cut down on the amount of test anxiety by the student. A word bank for multiple choice and fill in the blank tests. Allowing the student to verbally answer essay questions
--Refer to the IEP (where available) to identify and apply similar (tried & true) educational stategies.
--Instructional Reformating to include audio and visual
--Additional time allotment for test taking
--Utilize a 'buddy system'
--To facilitate comprehensive, use of section boxes or thick lines to assist the student in focusing & draw out relevance
Bigger font on exams and lots of space to do their work. Also, I try to bring in visual aides during lecture, provide pictures on powerpoints, or bring in models. Also, I allow them to go to the library to take exams, it is more quiet and they don't feel pressured when others are walking around turning in their exams.
I have found that students with most learning disabilities need extra time and a very quiet atmosphere for testing. We are lucky to have an academic specialist who coordinates testing with the students along with providing quiet study areas and tutoring. We instructors often help our students on an individual basis at their request or our recommendation.
You made some really good points. Allowing extra time is always helpful as is providing a quiter place to take the test - less distractions. At my school we have a testing area and with prior notice we can arrange for a student with that need for quiet and less distractions to use that area. I haven't had to do that for a while, but it was good to know. Just like it is helpful when the student identifies what they need to be successful. I teach upper division students and the other faculty as well as the students are sure to alert me to any learning needs by the time they come my way. When I was a student I used to record my classes and listen to them while commuting - that is a tip that works for any student!
The best kind of support that I have found is simply letting the student know that you are there and available for them.
I once had a student turn in a written exam that looked strange to me, so I showed it to our staff student support leader who immediately saw that she had a learning disibility. When we met with the student she said that she just always thought that she was stupid and that nobody had ever reached out to her before. We worked together and she was able to do really well in the class.
When taking tests, I will usually put them in a quiet room by with me proctoring the test. I also give them more time to complete the test. When in class I have them sit in the front row to try and avoid distractions. I try and make the material presented clear. I discuss each lesson with them my themselves to make sure they understand the content of the subject matter.
Kevin, what instructional support have you found to be most helpful for students with learning disabilities?
Thanks,
Jane David
Ed106 Facilitator