Strategies for Working with Students with Learning Disabilities
Repeating, repeating and then showing a visual or hands on exercise to really instill the learning outcome. I have needed to read a test out loud. That said, it is our schools policy that if the student doesn't come to the instructor with documentation then the instructor is not to allow extra time or make accommodations for the student. Often I am told about a learning disability but no documentation is presented. On the other hand, I can usually tell if a student may have a learning disability after a few assignments come in but I am not to ask about it. I do then modify my delivery of the curriculm for a possible better retention but it is the entire class that gets the different approach.
What are some methods that have been successful for you in working with students with learning disabilities?
Giving the student the opportunity to come to you and ask for assistance.
I find that these students with disabilities are more prone to seek your help if you show you care about all of your students. These students may not want anyone to know they have this problem due to peer pressure and maybe not being accepted if there is something wrong with them. Once they find out there is help for them, and the learning environment is conducive to them, they will be more likely to come for help when they need it and not be embarassed. Bobbi Legg
I have had the opportunity to work with very few students with learning disabilities. There is one student, which I had last quarter. She was intelligent but forgot easily due to an automobile accident she had a few years ago. She became frustrated easily and kept saying she was going to drop out. I spoke with her when she did this, reinforced the point that she had an A in the class and should not think she wasnt doing well. If she was in a predicament and couldnt find what she needed to finish her assignments I would gently remind her where she should go to find and enter the information and then she would remember it. I gave her notes that she could keep with her to guide her in her computer assignments. This worked very well and if she had any questions at all, she would come to me and we would figure it out. Sometimes all I had to do was give her a clue and she would continue without further problems. I was always available, gave her the time she needed to complete her work, and supported and motivated her. She said that was the first time anyone took the time to make sure she understood what she was supposed to be doing. It made me feel good that I helped her and she ended up with a B+ in the class. She was very excited. After helping her, she started coming to me with information she needed help with in her other classes. I tried to help her there also but at the same time, I spoke to the instructor in the class and told her I thought the student was unsure of the information she was supposed to be learning and that instructor took over from there to help her. I had taught the class before, but I thought it was important for the instructor to know before she could do something about it. Bobbi Legg
I typically ask what accommodations would work best for the student, which usually translates into extra time, and sometimes a certain amount of 'project management' to help facilitate the process.
There are many methods to accomodate students with learning disabilities, and some methods that I was not aware of until now. I could easily modify the course for the benefit of all the students by using graphic organizers. Thank you for this information.
What has helped me in the classroom is patience, actually caring about the individual's success and different strategies of getting the message across-be it drawing, singing, or even acting LOL
I have had a few students with learning disabilities. The most successful strategy for me has been keeping them very organized. We use different colored folders and highlighters. Also, every week I make sure they are staying caught up. If a student with a learning disability gets behind, they get discouraged and it is much more difficult to get them caught up.
I currently have a student who has difficulties with reading comprehension and basic writing skills. She is a new student, and though I invited anyone in the class to reveal a learning disability to me in private (at the beginning), she did not. However, I have noticed that her work is not up to par.
First, I have talked with her about her test scores and reading comprehension in a private setting. I listen very carefully for the things she responds well to in class. For exmaple, she enjoys class discussion more than a reflective assignment. Understanding her background and her self-esteem issues have also helped me to have patience.
I have also encouraged her to attend tutoring sessions, though I am not sure if she has yet. I am hoping she will take me up on it!
In assessing student learning needs we need to be able to have a baseline to assess thier learning disabilities. That can be an assessment a question and answer period or even a background academic file. After we have established this baseline we then need to speak with the student personally to see how they react to our questions about their needs to then complete a plan of action working with that student. Maybe it's working with a tutor or giving them additional time on homework and assignments etc..
Thank You,
Byron
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I have found that formulating "alternative" assessments, not just ones that are easier than standard ones (i.e. limiting multiple choice questions to 3 options instead of three) provides an opportunity for LD students to demonstrate their comprehension without making the general ed, students feel like they're doing all of the work.
Understanding the specific learning disability is the first place one starts. From this point we then expand into the areas of problems or difficulty and thenstart a program to help alleviate any lack of confidence that may have arisen in the past and then work out a plan for success.
Some good strategies that have proven successful for me are allowing audio-taping, one-on-one extra help sessions, providing a setting with minimal distractions, and giving oral assessments
Hi Jane,
I try to keep the concepts simple and use many examples of how these cocepts can be applied. I show relevancy of content. I try to find out what was successful in the past for students with learning disabilities and use it in my class. I also work to keep the motivation level high throughout the course and try to help and listen.
The best strategy for me has been allowing extra time to complete assignments.
In the past I have allowed students to tape record my lecture so they could play it back later to listen for key points...I have also moved test to the end of class to allow as much time as needed to complete the exam so students would not feel rushed.
Working one on one with each student helps with the strong students as well as students with a disability. I like to get to know each of my students and their like's and dislike's as well as their strong and weak points.
I have always tried to accomodate students and people in my life who struggle with reading and comprehension. Sometimes I read to them or I encourage them to read sections out loud to themselves. Allowing them additional time is also a very useful tool.
I ask the whole class at the beginning of a course rotation what their learning styles are and what approaches they would like the material to be given. I also make myself available at the end of class for anyone who needs extra time or has any further questions. We also have to make an announcement about our school policies and how we everything in our power to accommodate those with any disabilities.
