I found the student advocate concept a good strategy, and from my experience, it happens naturally. Students want to succeed, so most of them will approach the instructor and explain their learning disability and what they need to be successful. For example, I had a student with ADHD who told me it is often difficult for her to follow in class. She asked that I frequently announce what page I was on so that she could follow easier. In doing so, she relaxed and was able to focus better. It probably helped the entire class as well. I appreciated the students willingness to share with me because I believe there is a policy that says we can not approach them. How else can we help them?
I think the best way to help a student with a learning disability is to sit down and talk to them about their situation. This is not something that just happened over night. I am sure they have been dealing with their disability for many years. Find out what has worked for them in the past, and put some of those stratagies into place. It will help them to feel comfortable, and then you can slowly add on new stratagies. You should get together with the student once or twice a week to discuss how he or she is doing with they old/new supports. Then, adjust as needed.
Taking the time to understand a persons learning disability is the best way to actually help them learn more. If one cannot understand how they learn best then the student will not be successful. As instructors, its our job to give guidance and provide as much help as we can. Extra time with assignments and after-school individual attention could be a way to help both the student and instructor.
william,
I agree that this may seem like a way out, but self-education is one of the best solutions, especially if the resources are not readily available.
Dr. Ryan Meers
There are a variety of ways to learn how to help a student with learning diabilities. Other instructors can be an invaluable resource for sharing best practices. The school learning resource center can also be a great resource for confirming resources available at the school to assist its students. Professional instructional resources, such as CE programs or journal research, can also help provide additional instructional tools. Finally, direct interaction with the student to discuss any previous interventions or IEP's can provide useful and proven successful tools for helping students manage learning disabilities.
Through training such as this, college courses and your local library. Read up on the subject, find groups and look for best practices related to the area you instruct.
Do not be afraid of educating yourself on the varied disabilities you may encounter, early recognition of a problem makes your job easier over the long run.
Tena,
I agree we need to inquire so we know best how to help each of our students.
Dr. Ryan Meers
H. ,
I think this is a great strategy for helping these students.
Dr. Ryan Meers
You can’t help someone if you don’t know what the problem is, so you must ask questions to find out if help is needed. You will find that some students are very clever in hiding a learning disability. If you are monitoring your class you will be able to see and know who may be having difficulties. I feel as an instructor it’s ok to approach these students in a private and professional manner to show that you are concerned and you want to help. In my class I provide visual material, hearing material, and a physical approach to whatever subject we are studying at that time. In doing this I am able to see what is working best for the student.
Students with learning disabilities are going to come forward and self identify, which means they are motivated and asking for help so both the instructor and student can be successful in preparing the student for the work place. The student may have had an IEP, or will know what tools are helpful to them to be successful. It then becomes my responsibility to work to provide them with the resources they need to achieve the success we are both working towards. After I get the student what they need I must check back to see if it meets their expectations, and then I should monitor the results.
I taught a Critical Thinking Class a few semesters ago. Obviously reading and writing are key to this class. One student approached me with a reading disability, she called it dyslexia and I was too new to question. But I did ask her what accommodations I could make to assist her in the testing and homework process.
1. She asked for non-timed tests, so I did so for the whole class.
2. She asked for shorter readings so she could comprehend them better. So I rewrote the longer examples and questions to make them more succinct.
3. She asked for a printout of all upcoming class work, homework, quizzes, and tests. Fortunately, I had already taken the earlier ED classes and had a very good Syllabus and course outline all ready and waiting. You had prepared me for this situation already.
sean,
I would say we all need to explore & see if we can do something at least somewhat similar to get that variety.
Dr. Ryan Meers
The first couple of classes should explore learning styles. By offering a variety of learning formats. feedback can be obtained from what students find as their best learning method. From this the instructor needs to be open to student feedback, and make an effort to obtain the feedback. So visiting with students as they are working on assignments is important to find the learning style that works with each student. Opening communication with each student early will reduce student stress as they find obstacles reducing their learning ability. It is also beneficial to talk to students about the availability of resources on campus, and their willingness to meet individually and in private to find out the student's needs.
A combined effort makes the student feel that they will find a resource suitable to their needs, and encourages them to open the line of communciations on issues they face.
Thank you,
Lori
Learn about their disabilities and the methods used successfully in the past that works with the student.
Check your college for resources.
Provide ample time for assignments as well as sample answers for illustration.
Leon Guendoo
In our school we are fortunate to be able to deliver the material in many different ways: lecture, demo, and finally hands on production. This way even if there is a disability they are seeing the material, hearing the material and then physically doing it
I agree and I would like to add that arming ourselves with knowledge of what ever their disablity is can help us understand what they are going through and we may help them alot more that way.
Asking the student what are some of the strategies that have worked in the past. As well as asking what has not worked in the past so that we dont make the same mistakes and waste learning time.
Jodi,
I think these approaches demonstrate a great willingness to help students.
Dr. Ryan Meers
If a student tells me there was a tutoring need in high school, I refer that student to the student resource department, and place him/her on the 'at risk' list. Our student resource department helps our students immensely in this area.
I do have a few students that require extra time for testing. i also have a student that I allow to test only in my presense. It helps her focus nd feelmore comfortable without having other students in the room. Some of my students I allow to use audio recordings to help them in learning.
