I like this Katherine!
Sometimes all anyone needs is that positive reenforcement coupled with a can-do attitude.
Keep up the good work!
Jane Davis
ED106 Facilitator
To convince them that they CAN suceed!
I would say the first problem is that most students at the graduate level are embarrassed or do not want to identify themselves. I have only had one student who ever identified herself as LD and it was a difficult road. My course requires a lot of reading and understanding of the lectures. So, I did give her a lot of one-on-one support in my office. Unfortunately, this did not help when she had to write papers or organize her analysis.
I would agree!! This happened to me this term with 2 students. Each one excelled in a different area. One in Algebra, the other in English Comp. and each requires extra assistance in the opposite class where they are doing poorly. If I spend alot of time answering questions and providing examples to assist one's understanding, the other student will complain of boredom and lose interest in class. They do not get along. They have gone so far as to accuse me of giving preferential treatment to each other. Ahhh!!
I find that I sometimes have to dig deeper and find more patience when working with students with disabilities. In a busy classroom, that can be a challenge. But I realize I'm modeling how to find this patience for all my other students, and thus giving them a small but important life lesson.
My greatest challenge is to remember to be patient with all my students! We have an enormous amount of material to be covered in every class and I have to constantly remind myself that most of my students have not made this dishes before and have no context to put them into in their personal repertoire.
So-- forcing myself to be patient benefits everyone.
We must monitor our students very close and they have to know they can count with us all the time they need it.
We as instructors have to found the way to be accesible to our students.
Hi Ruth!
All the more reason to ensure that no one feels like someone else is getting more attention/assistance than another. So how do you think an instructor can make that happen?
Keep up the good work!
Jane Davis
ED106 Facilitator
Sometimes the rest of students do not understand why these kind of students need more attention, and more time than them.
The greatest challenge, I find, is to get students out of using their learning disability as a crutch. I've had a student say to me once, "I had an IEP, so I don't understand the reading," instead of the other way around. Students have been able to use their IEPs as a crutch or an excuse. I remind them that they will probably always have the learning disability but it's up to them to learn how to cope with it.
Understanding the particular necessity of the student and looking for the best way to approach the problem. A soon you determine with his/her help (using the past experience of the student) the specific disabilities you are in your way to help in efficient form to the student with his/her problem in class
Students at times will not identify their disability or downplay their need, not always but I've seen this. The challenge is, have I done enough with what is available. The importance of their success is something that we should always maintain as priority.
Personally, I know how frustrating having a learning disability is because I am dyslexic and am always open to what best works with each individual student.
Hi Jaime!
You are correct that there is a balance to achieve with students with learning disabilities.
Keep up the good work!
Jane Davis
E106 Facilitator
Online is typically easier for students with learning disabilities to learn at their own pace and not feel rushed by other students.
I would say recognizing the disability and having the student come forth with one. A lot of times student's may be ashamed to say anything. If we don't know anything is wrong, we can't change our teaching approach with them. Known disabilities are a different story. When you've got a student with a known disability you must be careful not to spoon feed them. Also, you need to be careful to not hold other students back by over teaching certain topics in class so you can be sure your learning disabled student can grasp what you're saying.
I teach a program in which my students will end up working in the operating room setting. I have had students with learning issues in the past and I struggle with ways to encourage them because I know the environment they will work in when they finish the program. For the most part the surgery environment can be intense and decisions have to be made on the spot. At times it requires quick thinking and often there is a life involved. I teach the students that are placed in my class but I struggle with students who are in my class and not appropriate to the field they have sellected.
i try to identify the students first and group them where i feel it would be an advantage for them
identifying the student as such. If the student does not self-identify, the disability can be easily confused with many other types of deficiencies, e.g. motivational. The general strategy might be to set up a classroom culture that encourages students to identify themselves as such. How to do THAT?
I think one of the difficulties in working with learners with disabilities is being able to take the neccessary time with them so that they can feel they are getting the help that they need. It is very important they know that there learning is just as imprtant as another student without with a disability so making time is key!
