I have taught in many Learning Support classes and it seems that the smaller setting of instruction works best for these students. With only have a maximum setting of 5-10 students, it allows time for the instructor to work with those students who may struggle with Reading and Math versus other subjects on a more individual level until they can understand the concept.
I teach college mathematics and I have found that buy removing a time frame for the exam, all my students do better. Many do not use the extra time, but knowing they have it if they need it helps them to relax and do their best. It also allows my students with disabilites the extra time they need to be successful.
Attacking the senses is a great way to assist students with learning disabilities. Using a variety of delivery methods to reinforce course material is going to be beneficial to the entire class.
Allowing students with learning disabilities extra time to accomplish assignments is helpful. Also, providing feedback and listening to what support has helped them in the past can be useful for tailoring educational methods.
Once I realize or find out that a student has a learning disability, I offer him/her additional support in order for his/her success. What I have found thus far, is that not all students with learning disabilities are open to the additional support. But it is offered. I have also found that some of these students hide behind their disabilities and use it as an excuse when they don't succeed. That is difficult for me to digest and work with. Anyone who has a suggestion for working with this type of student is appreciated.
Paula
by Ruth Whitaker
Students with Learning Disabilities often need more time. They can also provide the teacher with methods that have been helpful to them in the past.
We have a similar policy that the student has to go through our Student Services for. Then, we are only allowed to do the the accommodations allow for. I do believe one of the biggest problems that students call a disability, is anxiety.
Per our campus policy, students with learning disabilities must show proof of their special needs by providing a copy of their high school IEP or 504. Once the instructors are notified, we try very hard to make every accommodation that the student received in high school within our program curriculum objectives. I have only had one student with special needs and their modifications were very simple.
With most the hands on experience when practical helps with a learning disability. Also talking to the class on a level that is not above or degrading helps. Get toknow the students and the background then you know what level you need to teach.
YOU CAN PROVIDE SUPPORT BY TAKING MORE TIME WITH YOUR STUDENTS
The module provides many fine ideas on how to provide support to students with learning disabilities. But, it occurs to me that the first things the instructor must do when informed of a learning disability is to meet one on one with student and have a frank discussion with that student about the exact nature of the disability, what things have helped the student previously, and then discuss ways in which the instructor can provide assistance.
As many have indicated, most schools have policies in this regard. Accordingly, it is essential that instructors familiarize themselves with the policies in place at their schools.
Asking the student the way that they learn best is very important to reach an understanding.
Give the more resources that might be helpful. Maybe more visual resources?
Peer support is important and can help to reinforce or explain in a different way, the topics covered in class.
Our campus requires student services to evaluate the student to determine what will be needed for student success
i have learning disabilities myself, so i bring to the table everday the things that have helped me through mine. not only is it helpful to those like me, but it is beneficial to the rest of the students as well.
Most students are very quick to let you know they have a learning disability. Some ways that work are oral tests, also just explaining no0te taking and have the student use the Cornell Notes model helps alot for comprehension and in turn brings the short term into working memory.
its important to conform to flexibility with special student learners needs
Hello,
Some schools have "modified testing". What this entitles is a different version of the exam to include those assessment formats that the student with a learning disability is more successful at. For example, a student with reading problems might take an oral exam that includes the same content and the same level of difficulty as the written test. This way, the assessments are the same in content and difficulty but inclusive of the different learning profiles of the students. Another alternative would be to read the exam to the student and have the student writing the answers.
In class accommodations I have used in the past are:
* preferential seating
* copy of class notes
* recording the lessons
* study guides for exams that details about the format and concepts for each section along with examples for students to practice (these are discussed on review day).
* Extended time on exams
* Dividing large projects into stages for students to complete by a given day until the final product is accomplished. This is very helpful for students with organizational skills (many of whom also have reading/writing problems). They complete "big projects" by stages and don't have to deal with feeling overwhelmed.
