Giving the student more time; varying presentation styles; providing graphic organization on tests and important material; any other support that may have worked in the past.
I notice this when I teach. I have realized that if I implement alot of visual material I am able to move at a pace that is appropriate for the class and still stay on schedule. It's a lot of work on my end to create alot of visuals but in the end its worth it.
I believe in giving the student more time to read and comprehend the material but a class period is only so long. It would be helpful if the instructor knew in the beginning that one might have a learning block in how the material is being delivered that way the instructor can present the material in a format that every one can comprehend (and it might actually be beneficial for those that are quick learners).
In providing instructional support for students with learning disabilities...what stuck out most to me is to be patient and give them time to process information and encourage them along the way.
Thanks, Alan! I encourage all ED106 participants to read Alan's comments; they are clearly summative and motivational as to what a little instructor effort will yield in the lives of learners. I took the liberty to repeat below:
I was an adjunct for approximately 8-9 years before becoming a full time faculty. My academic training is not in Education. What I know about teaching is the experience gained throughout my 14 years as a teacher and from taking courses such as this one.
It is interesting how the trial and error method eventually produces some effective results. I have probablly had more students with learning issues in the last few years than I had the entire previous many years of teaching.
Reading this module has actually taught me that I was actually doing the right thing in the most recent cases. For instance, I would allow a student to take a test in a separate room and allowed them additional time. Once I realized the student's situation and discussed this technique with them they always produced resulting grades comparable to the other students in the class.
I also began preparing "notes", or "bullet points" typed in larger print. These notes were distributed to all class members at the beginning of each week. I did this to avoid accusations of "special treatment", nor did I want the intended student to feel any "shame" for receiving them. It was amazing how all the students enjoyed and benefited from these notes.
This little extra effort on my part produced incredible results with all students and not just the students needing the special attention. The students with the learning difficulty never did forget what I did for them and never hesitate in telling others how I helped them become better students. I was amazed and thrilled with the results and response received from just a small amount of extra effort and concern on my part. If that is all it takes on the part of a teacher to affect a change in our student's lives then there is not a single one of us that would hesitate in doing the same thing anytime.
-Alan Whalen
I find that giving them short breaks of ten and asking them questions frequently works well when dealing with students with disabilities
I was an adjunct for approximately 8-9 years before becoming a full time faculty. My academic training is not in Education. What I know about teaching is the experience gained throughout my 14 years as a teacher and from taking courses such as this one.
It is interesting how the trial and error method eventually produces some effective results. I have probablly had more students with learning issues in the last few years than I had the entire previous many years of teaching.
Reading this module has actually taught me that I was actually doing the right thing in the most recent cases. For instance, I would allow a student to take a test in a separate room and allowed them additional time. Once I realized the student's situation and discussed this technique with them they always produced resulting grades comparable to the other students in the class.
I also began preparing "notes", or "bullet points" typed in larger print. These notes were distributed to all class members at the beginning of each week. I did this to avoid accusations of "special treatment", nor did I want the intended student to feel any "shame" for receiving them. It was amazing how all the students enjoyed and benefited from these notes.
This little extra effort on my part produced incredible results with all students and not just the students needing the special attention. The students with the learning difficulty never did forget what I did for them and never hesitate in telling others how I helped them become better students. I was amazed and thrilled with the results and response received from just a small amount of extra effort and concern on my part. If that is all it takes on the part of a teacher to affect a change in our student's lives then there is not a single one of us that would hesitate in doing the same thing anytime.
Norman,
Like and agree with your idea of additional follow-up with these students. It makes them feel accepted and part of the class.
Thanks,
John
Besides giving the student more time, increased attention aand support can also assist with the learning process.
Allowing student to sit "up front" in order to see the board, hear the instructor, or feel "more engaged" also helps.
For computer classes, a magnifying monitor can be helpful if the student has a visual problem.
Discussion the issues with the student and accomodating their needs helps and shows the instructor considers them of equal worth in the class.
I have allowed all of the suggestions made thus far. I have allowed students to record the class, take extra time for exams and quizes, and have discussed things that have worked for them in the past. If a student needs a significant amount of time, I have had them, with their agreement, take quizes and exams outside the normal class time. This way you are not faced with the decision of holding up every one or leaving the challenged student behind. One of the most successful strategies is a lot of follow up. Just letting the student know that you care helps their confidence and esteem. I do this privately as much as possible. In the classroom, I try not to treat them any differently than anyone else. Working with them usually has positive results.
As written by others of the forum giving the student more time to complete coursework will help. One way is to allow the student to take exams alone to increase the student's comfort and confidence level. Also, work with the student to learn what they need in the class. Perhaps team them up with another student who understands the coursework as a mentor.
Since I have dyslexia myself I find the term 'learning disability' to be inaccurate; it's not that dyslexia is a disability, its just that people with it learn differently than the majority of people.
This would be like calling left handed people disabled. While it's true that being left handed presents some issues, this is only because the world is set up to accommodate the majority of people.
Many times I have instructional material that needs to be presented after what should have been a 20 minute quiz.
I run into problems occasionally with students who take significantly longer. I'm always torn about limiting their time versus holding up the rest of the class. If I move them to another room and move on, then they miss the new material, but it isn't fair to the other students to get behind. Any recommendations?
I agree with the idea of awareness and understanding. Sometimes just re-wording the material develops clarity for students. Students should be encouraged to interact in class, through various means of verbal and non-berbal measures.
I find that the kind of instructional support that is helpful for students with disabilities is to get them in touch with the student services department at our school. The student services department has the wherewithal to get different types of support for the students including more time for exams and tutoring.
give the student more time to complete tests or offer them to be able to take a test in a separate room
Work one on one with student, more time for them to process the material and also find out what learning method works best for them.
I think the biggest support is awareness and understanding. It is too easy to assume that a student is not grasping material because they aren't putting in enough effort, when many times, it has more to do with how they are able to process information. Sometimes just rephrasing the content is enough for them to understand it.
Usually, the student will come in with a plan which the Instructor will implement. Giving the student more time to complete an exam is a good way to help students. Another way would be to let the students sit in the front so as to reduce any distractions, or let them take an exam in another room, which is quiet. Also, allow the student to record the class session, so they can play it back and write notes from it. They can take more time in listening to the lecture repeatedly, and can take more careful notes.
