Giving them more time with tests. If the student feels comfortable in doing so, putting them in a room with a proctor while they complete the test. Letting them tape lectures and letting them know that you will give them time after class if needed.
James,
I agree; especially with our young adult learners, much of the ownership has to be on them.
Dr. Ryan Meers
I find that the buddy system works great with students who have a learning disability. It helps the student when they can have that one on one help and also they feel more confident in asking for help when they need it.
This was a very interesting question with very informative comments! Our school has policies and procedures in place for assisting students who "self-report" and provide medical documentation of a need for accommodation. But I found, while reading the comments, that I am doing some things that also help them (along with everyone else!). All students receive a power point handout with key concepts noted, must know information highlighted, and a place to take notes as they view the color power point during the theory presentation. I try to tailor the power point to different learning styles with clip art exclamation points, text color change for "must know," and space on some slides where students must write in information during the lecture.
I have had several special needs students in my classes. I wait until they self disclose, then sit with them and ask them how and what I can do to help them. They usually have a pretty good idea and tell me what they need.
I also keep an eye out for those that don't know they have a problem and try to find a way to work with them. Remember, we cannot just lable them as 'special needs' and force help.
Shannon,
this is a great way to teach to multiple learning styles.
Dr. Ryan Meers
Leon,
yes asking them what has worked in the past is a great way to help them in the present.
Dr. Ryan Meers
I verbalize the content, write it on the whiteboard and give a tangible example of the subject in a simple visual demo.
I have pictures in slide shows and I take a little bit longer explaining the subject. I also tutor students who needs extra help.
I assist students in translating text/lecture material into a form they can better understand and remember. This sometimes involves the use of color: specific colors for main idea, key terms, problem words or concepts,etc. It also involves the use of mind maps, charts, and symbols. There are times when a student is helped more through repeating verbally: here discussion with a student partner is helpful. There are many ways to translate material such that it is easy for an individual to retain, and these ways have to be tailored to the individual.
The bulk of the work we do is to get the student to be successful in their communication skills. Test taking skills and help with reading and writing will enhance their ability to succeed. Most of the work should be done by professionals as I do not have training in this area. I can help by breaking down the course into more manageable chunks, this will help all stduents at all learning levels.
Ask them for methods that have been used successfully in the past.
Allow more time for assignments.
Be supportive and provide a lot of feedback for motivation.
Use various approaches to explaining the topic.
Leon Guendoo
The first step is to have the student identify what has worked in the past. One strategy that often works is extending time for completion, particularly with tests or quizzes. With written assignments, I often relax the strutural rules. I don't worry about AP style as much, will even allow, for example, a powerpoint style in lieu of a classic research paper. This allows discussion points to be divided into smaller components, which can help some students.
I find that it is helpfull to talk to them about methods that have worked for them in the past. Most times I try to present material in both a writed and verbal contex. I ask if they understand and if not I repeat.
I have no experience working with students with learning disabilities. Becoming more aware of the different kinds of learning disabilities mentioned in this forum and reading about other instructors suggestions, is helpful. I teach in a clinical setting in a hospital with a small group 7-12 students. The suggestion of underlining key words and putting a box around important information or test questions seems especially relevant. My quizzes are not graded, but are for obtaining knowledge or lack of it, and the opportunity to review the subject matter. I will also keep the idea of color coordinated flash cards as a possible resource for the right student.
I really have not worked a lot with them, but I imagine a good degree of patience, peer groups and a good line of communication. I look forward to reading this thread to learn more in this area.
I haven't had this come up yet, but I am excited about the opportunity to help both students with learning disabilities, but also other students. I think anything I can learn from the students with the learning disabilities will make me a better teacher for all my students! I am glad I was exposed to this learning module so that I am aware to incorporate whatever stragagies I use to the class as a whole.
Alvin,
this shows a real concern on your part & an eagerness to help your students.
Dr. Ryan Meers
Strategies that I have used in the past in working with students with learning disabilities were personal research of the disability to allow me to better understand what they are dealing with. Allowing more time for assignments in certain instances and being proactive with my interaction with the student to keep them from falling behind.
Hank,
this is a great strategy & as you said helps prevent singling any particular students out.
Dr. Ryan Meers
