We don't treat students with learning disablility and differant then those that don't have a disablitiy. In our field you can either do it or you can't.
Jarred,
this is a great step & trying to encourage them to use the resources that are available for them.
Ryan Meers, Ph.D.
Kiofa,
sadly this is all too common & really the only solution for it is to take that time to really help them.
Ryan Meers, Ph.D.
I have a lot of students who are slow learners and don't grasp the concepts I teach the 1st time or even 2nd time out. I usually don't get to know the specifics unless they tell. When I notice an issue I get them in contact with someone who can help with getting them accommodations for my class.
I find that a large portion of my students (adults) have problems with reading, pronunciation and comprehension of words. Though I truly enjoy working with students at lower levels, it really slows down my instruction time.
Elmer,
these are all great suggestions that really demonstrate to the student that you care & want to help them.
Ryan Meers, Ph.D.
Some things I have found useful are:
1.Provide a set of textbooks for the student to take home and to highlight.
2.Assign class readings a week ahead of time for students to preview. This will improve attention and comprehension.
3.Provide audio (MP3)recordings for the student to use while reading the text.
4.To the extent possible, give the student a choice of what to read within selected genres, topics, and themes.
Virginia,
yes, & by law we cannot ask & so we need to demonstrate our willingness to help them in any way possible.
Ryan Meers, Ph.D.
Likewise we are told only what accommodations to allow, not what the diagnosis is. I try to have a conversation with the student, once she presents me with an accommodation form, to see what I can do in class to help her understand the lectures.
Usually the form says "double time to take examinations." In order to avoid the appearance of favoritism (or embarrassment to the student), I'd be glad to give everyone extra time, but the answer is that I would then be failing to give the LD student more time than the others.
Several students have informed me of having a learning disability. When they do, I ask to meet with them before our first quiz or exam and work carefully to prepare them for that test. While doing so,I am actually looking for signs that the student is being truthful with me as I have learned in the past that some students try to use learning disabilities as an excuse to get out of responsibilities or entice you to be more lienent with their grades. Sad, but true. When a student truly has a disability,I take my time and give them more one-on-one time outside the classroom; preparing and understanding course content. I go over test and quizes so they understand what to expect and assist them with writing assignments. I don't do the work for them, but work with them to be successful and build confidence in their abilities.
Students generally do not disclose their specific learning disabilities; rather, I am informed by the college(s) of the accommodations required.
I totally agree. I also believe they are taught to behave a certain way and they believe it instead of trying to overcome it.
The most common type of learning dissability that I have encountered has been ADD. I have found that students with this disability often excel at creative activities and hands-on projects, but I have not found that the charactaristics are always the same.
Each student has been different and their needs in the classroom have been very different, so I have found it important to have one on one interaction with them to discuss their needs, their progress, and to let them know that I am on their team.
Andrea,
you are correct, you are not allowed to ask, they must disclose. Sometimes I don't need to know the specifics, just what helps them. Other times it might be helpful so I believe if we create the environment where the student feels comfortable with us, he/she will be more willing to share.
Ryan Meers, Ph.D.
I have no solutions to the situations you describe, but wish to thank you for writing.
I have a daughter with adhd as well, and also do not encourage her to think she is "disabled" or "handicapped" but just a little more unique than the rest of us.
As for your student, have you tried minimizing her monopolization of the class by turning 45 degrees away from her and answering other questions?
Chris
Dyslexia seems to be the most common. We usually give a little more time to complete tests
We don't get a diagnosis of the learning disability, we just get a list of accomodations. I can guess at what the issue is based on the student's work but unless they tell me themselves, I don't know. I believe that we are not allowed to ask them directly what their disabilities are. Is that correct? I think it's a FERPA violation...
Kathryn,
and unfortunately unless the student tells you about an official diagnosis, you cannot ask. But being aware & seeking to help them is a great first step.
Ryan Meers, Ph.D.
Some students are diagnosed but others I can tell have undiagnosed learning disabilities. The most common I encounter is ADD for diagnosed and undiagnosed. We aren't informed of the students diagnosis but most students inform me of their issues.
Students are unable to focus, sit still, or work for too long without having to get up and move.
Dyslexia , as my daughter has this I am familiar with this as well as coping strategies. Not sure when a student does not seem to.realize or admit to this how to handle this
