I have used many tools. I like visual power points, handouts to fill in the blank. We play games on the internet that is flash cards for learning medical terminology. We go over tests for auditory and we have labs for hands on.
P O'Dwyer
Gretchen,
I agree that the more we can provide the individualized attention & help for these students the better off they will be.
Dr. Ryan Meers
Gretchen,
I agree that the more we can provide the individualized attention & help for these students the better off they will be.
Dr. Ryan Meers
I find that additional time outside of the classroom is really what students with learning disabilities need. Allowing them to take their test in the library is something that the students often request. Individual instruction in the labs also allows them to participate with you making something step by step which many learn better by " doing" rather than "seeing".
Explain why the information is important. Describe what is expected specifically.
Break the material into small chunks or steps. Ask for regular feed-back to check for level of understanding.
Assume a fair and non-judgemental attitude.
Ask the student to use all of their senses to learn the material by listening to the lecture, write notes and re-copy notes, read their textbook, and then explain the information to another person.
I think the first key is to identify the disability. I feel on occasions the issue is more a result of boredom or lack of interest in the subject matter and then is misidentified. Strategies for gaining interest of the student will do more than using the excuse of a learning disability
Kathryn,
this is a great idea & does not single out any of the students as needing extra help.
Dr. Ryan Meers
Our campus actually pays for tutors and interpreters for students with disabilities. Its difficult to slow an entire class down for 1 student.
I always have lecture handouts which have large print, are color enhanced and have boxes around key points. They also are organized in such a way that only one topic is presented per page even if the topic is short. I find that when a new topic is introduced on the same page as another topic the students have a harder time organizing their thoughts. I find that these strategies are helpful for all of the students, not just the students with learning disabilities.
Edwardo,
I think this is a great idea & should really help all members of the group.
Dr. Ryan Meers
The most basic and perhaps most important part of my method is simply to give them my undivided attention. Moving closer to the student and making it very clear I want them to get the material and be successful usually puts them at ease. All my remarks and gestures are gentle, supportive and informal - it's really important to be in nonjudgmental mode. I then make it as much as possible a simple back and forth conversation, starting from where we were when they were still with me, then moving step by step to where they got lost or stuck, then, using their own brain work as much as possible, guide them back on track.
By Eddy Mojena
I'll try to setup small group 3 to 5 people at a time with students that individually can help with in each group so the helping becomes better-rounded.
Lamarr,
yes the patience needed by all of us as instructors is vital.
Dr. Ryan Meers
Patience!
Taking the time to understand that individuals learning curve, and being patient on how as an instructor i deliver the material and prepare the student for understanding and passing the course.
luequiten,
I think you are absolutely correct that if we can provide this, it is a great help to our students.
Dr. Ryan Meers
I have found that having one on one tutoring with the student helps the student learn better and not feel ashamed.
I pair a student that has a learning disability with a mentor. Not only does the student with the learning disability feel more comfortable but the mentor feels that they have been entrusted with a very special job so they really work hard to help the other student acheive their goals. It's a win/win situation.
Patience and going the extra mile on my part. After a student asks for the extra attention I am very good (and this surprises me about myself) at stepping back and slowing down and working with them to get the resources they need put in place. I have found that the student usually knows what they need (what will help them) and the added effort to get that for them has been minimal. Once the resources are put in place I am good at following up with them to be sure that the plan put in place is getting the desired results. I have found that working with people and helping them be successful has been more rewarding than working with great students who can do good work with marginal effort. And helping students with challenges overcome obstacles is better than watching students pass without making an effort to improve themselves.
Though my experience is limited, I have noticed that doing team work helps student with learning disabilities to use their skills in ways that highlight their strengths. When in a group setting, those students who may have limitations tend to put their best foot forward in order to get the jobs within the group that show ther strengths. Moving group assignments around helps them to have several opportunities to "shine".
In addition, students with learning disabilities appreciate being called upon when the topic or type of discussion is one they are best suited to - this builds confidence and preparation.
Nancy,
these are all great strategies that you mention here.
Dr. Ryan Meers
