Phil,
this is an excellent point. Students who have learning disabilities are not any less intelligent, they simply learn differently.
Ryan Meers, Ph.D.
The first support begins with the instructor's perception of the student. It should not be assumed that the student is intellectually challenged. He may be just as bright as the quickest student in class.
The next support is patience. We all need extra time and attention at some point in or in some aspect of our quest to learn.
Then review the supports outlined in this module and use them. Phil
It has been studied that people with a learning disability read better with a blue back ground. It is easier on the eyes that a black letter on a white background. I know that books are written in the black and white format, so I have a blue transparency for them to put over there pages to read with.
Charles,
this is a very helpful & inexpensive to implement technique. I think you'll find that it's very helpful to your students who may be struggling.
Ryan Meers, Ph.D.
I found the idea of using a box around the subject matter to be an incredbile idea. I immediately focused on the mateial inside the box before I read the first word. This course has been worth the time for this one item alone. Nice job!
Roshally,
yes showing our students that we are "there" for them & want to help them is key to helping them be successful.
Ryan Meers, Ph.D.
I will first build good rapport with the student and allow the student to self-advocate. I will make every effort to provide the support he or she needs.
Darcey,
and what I'm hearing from you is that we, as instructors, need to be flexible & understanding as we work with the variety of learners that we have in our classes.
Ryan Meers, Ph.D.
The first step in developing the instructional support is to identify the challenges that the student is having. Example; last session there was a deaf student in class, he had an interpreter but was missing much of the demonstration portion due to the inability to watch the interpreter and myself at the same time. He did have to lean more heavily on reading the concepts. We discussed understanding the basic concepts through reading and watching more of the demonstration. When it is time for the class to apply their skills in the lab I always walk around. When I came to him he was to watch me instead of the interpreter so he could actually do the physical portion of the class. But each situation is different.
Curtis ,
this is an effective way to cement the learning as they hear it, write it, then perform it.
Ryan Meers, Ph.D.
I have had students write out a proceduer before doing a prodject, this seems to help them understand the project a little better.
Amber,
yes, the hear, see, do concept is a great to help solidify the learning.
Ryan Meers, Ph.D.
Amber,
yes, the hear, see, do concept is a great to help solidify the learning.
Ryan Meers, Ph.D.
Amber,
yes, the hear, see, do concept is a great to help solidify the learning.
Ryan Meers, Ph.D.
Barbara,
yes & the more open we can be & welcoming, the greater the chance that the students will come to us for help.
Ryan Meers, Ph.D.
I find that by verbally going over material multiple times has helped. Along with giving visual aids and also if possible giving them hands on activities related to the subject. The hearing, seeing, then actual doing of the subject presented really helps everyone not just the student with the learning disability better understand.
I agree, good communication on the students part is key to identifying special needs and adapting materials to improve the student's success.
This was a great course because it reemphasized some methods and support I have used with students with learning disabilities. I had a student with a learning disability that involved reading and comprehension. The student was able to read a paragraph, work out problems, then tend to forget it the next day. This student's motivation and dedication was outstanding and we would make time for tutoring and the student preferred to work through extra assignments but using the white board to write the assignments and explain the reason for the answer. Eventually, the student was able to using these tactics on paper and alone.
Other methods I've used in a classroom were the recording of lectures. Students would review their power points and at the same time listen to the recordings. This helped several of my students.
Sherry,
yes, when we can repeat the information this can really help all students.
Ryan Meers, Ph.D.
going over material a second time I have found is also helpgul to students who are struggling
