The greatest challenge to working with students with learning disabilities in my experience are having those students come forward and inform you that they have a learning disabilities. If you as an instructor don't know that they have a learning diability, then it is hard to help them succeed in class.
One of the greatest challenges is time. Students with learning disabilities often need more of the instructor's time, and it is so very important that the extra time is provided by the instructor. However, in some ways, time can be taken away from the rest of the class then. So it's important to manage the time accordingly. One way I do this is to ensure that I always arrive to class at least 30 minutes ahead of time and am able to stay at least 30 minutes after class ends so that any students who need additional help can have access to my time outside of class as well.
I believe that the greatest challenge to working with learning disablilities is getting them to verbalize or discuss their disability. I have found that some students will not inform the instructor of learning disablilities until they are in a predicament in which they do not like their grades. Even then, some students will avoid confiding in the instructor. There was a time in which I had to speak with another co-worker to gain insight on a student's performance and history.
Hi,
I think the greatest difficulty is twofold:
First, communication. We've got to let all students know we want to help. The studennt must let us know if there is a diagnosed disability, as well as how we can make the experience better.
Second, the student needs more time, attention, coaching, etc. We're willing. In teaching a large group, the student with difficulty, like the top student, tends to go with a bit less attention than those in the middle.
In the end it's a matter of remembering who we are teaching, not just assuming all students will learn the same if we instruct the same.--Gary O. Ackerman
Identifying students with disabilities is the greatest challenge. I will be paying much closer attention to specific learning support needs of my students. I will also include in my syllabus a specific directive regarding any learning disabilities that the student would like to share with me.
For me, the greatest challenge is providing differentiated learning opportunities that are equal in content.
I would say putting yourself in the students place and trying to find a way to get the information to the student in a manner that would help them understand, not only the information, but also that I care about them as a student and a human being.
Learning whats the best way for them to retain and feel more confident overall. Most everybody has some form of a learning disability. (I feel). Learning to accommodate their disabilities is the challenge. There are audio visuals, buddy system, tape recorders a multitude of things can help with this.
I would have to say making sure that they other students do not feel like I am forgetting about them. I also do not want to make the student with the LD feel as if I am helping them out of pity. You also have to be aware of were to draw the line in regards to assistance.
I think that the biggest challenge would be not making it seem that the student is receiving special treatment, but just evening the playing field for them. By college age, they are most likely open to discussing the disability with their teacher, I would think, but they may not want to be perceived by the class as receiving special treatment.
Actually, I don't see different challenges from these students. Online tends to level the playing field for them.
The means of communication are spaced out more [emails, watching an archive that can be stopped and reversed]. The class assignments can be done anytime and except for quizzes [90 minutes max] you can do the work at your own pace.
There are no physical requirements except the ability to watch the screen and hear the voice of the instructor, and the ability to use normal computing software to complete and submit your assignments into the classroom.
Excellent Rosalie!
What more can an instructor offer than patience, support and accommodations as needed.
Good job!
Jane Davis
ED106 Facilitator
A common challenge might be to limit the student’s frustration level by being patient and very supportive. Since I am a clinical instructor and not in always in the classroom setting, I rarely encounter students with disabilities, known to me, that affect their on- hands- training and success. However, if any of my students ever struggled in my class because of a disability, I would encourage them and provide them with the needed support in accordance with the institution guidelines. I could also allow them more time to accomplish their goal in my course if needed and required.
The frustration. When the student is on target and things are flowing they feel good about themselves, however there are moments when they don’t get what is going on and they get really frustrated with themselves and they are really hard on themselves. As a teacher you try to calm them down because you know they will eventually get it (and they know that too), but at the moment they can’t seem to calm themselves down enough to concentrate on the material being presented. Sometimes they fly off the handle and state how “dumb†they are (different words are usually used) and how they will never succeed and they are tired of things taking twice as long to learn. This is where I wish I had some sort of magic that would take their frustration away, so they can get back on track. I do my best to listen and encourage them.
In my opinion it is getting the student out of the mindset that they can’t do the classroom work. I have taught math for many years and I cannot tell you how many times the students on the first day of class will say “I can’t do this†after I break it down in smaller steps for them and utilize repetition then they realize they can do it…. it’s letting go of the disability.
