In my classes some of the strategies that have been successful are providing students with additional time for test taking, as well as reading questions quietly out loud for students.
Often we have had to locate the student in a different room during testing as this is less distracting for them, and then offer them the additional time to complete the test.
Cheryl,
yes, the strategies that work for the younger students are great to use in the higher ed classes. Often we can ask the struggling learner what has helped them in the past & then we are better equipped to give them help now.
Ryan Meers, Ph.D.
Having been a middle and elementary school teacher for twelve years, I am quite familiar with many of the special needs and strategies for teaching learning-disabled students. I have used some of these strategies before, and I brought them to my higher ed classes when I encountered students who needed them. I'm glad to know that this is an acceptable coping strategy past high school. When I approached my supervisor about using these special teaching/learning aids for some students, they seemed more than willing to allow me the freedom I needed to reach the special students, and the students seemed grateful that I was willing to accomodate them.
I totally agree with the group settings and/or one on one with the eduactor. I've also found it helpful to pair the ones with learning disabilities with some of the more advanced students in the class. I say advanced vs smarter because they are not necessarily more smart as they are more advanced with grasping the information and applying it. It also depends on what setting the individual is more comfortable with.
I always use color coding flascards. I also provide reviews/recap and copies of classnotes.
My most common strategy for detecting LD issues is to bring it up the first day of class. Generally I preface the topic with a statement to the effect that I genuinely believe everyone is entitled to a full education, and that those who may have been diagnosed with or suspect that they have a learning challenge are invited to meet with me privately to discuss the issue. The LD students with whom I've worked have all said they were encouraged my my immediate support - and they are often among my best students!
Joyce,
I'm a firm believer in asking them what has worked in the past & tapping into that success.
Ryan Meers, Ph.D.
Having the students sit close to the front of the classroom and having the student tell me modifications that worked in high school and working with the student individually to help them to achieve their goals and be successful.
Ann marie,
these are both great strategies to help the struggling learner, especially the encouragement & reminder that you believe they can do it.
Ryan Meers, Ph.D.
Ann marie,
these are both great strategies to help the struggling learner, especially the encouragement & reminder that you believe they can do it.
Ryan Meers, Ph.D.
Allowing them extra time and constant encouragement.
Pam,
this is a great way to provide the assistance that struggling students often need.
Ryan Meers, Ph.D.
I set aside time after class for one on one instruction where I break down that day's lesson plan so they can understand it or ask questions.
Most of the students just need extra time to take their tests. They also need a quiet setting for testing.
If they take a clinical skill evaluation they are not given extra time. They are given the opportunity to retake the test with a lowered score.
It was interesting to see the five different types, especially the dysgraphia.
ono on one and breaking down more complex topics with show and tell and visual aids
I have not had many students in this setting who have been identified as having learning disabilities, although as a retired high school teacher, I have dealt with numerous IEP students. As a result I generally write things on the board as well as stating them, and refering to the text, which does a good job of highlighting, spacing, etc. In addition I always give plenty of test time with something to work on in class after the test, so more capable students are not bored or wasting time.
Discovering through conversation with them what has assisted them in the past when in a learning environment. This immediately establishes a wonderful rapport between the instructor and student because they feel important enough to be cared about and builds a bond of trust.
I have only worked with a few students with learning disabilities, one is my 14 year old daughter. We often break down the questions and put them on flashcards. Having the student make their own cards helps them remember the question and the answers. I also read the questions from a study guide to my daughter, since the teacher has no spacing between the questions. Underline key terms and boxes and even different colors for terms seem to help also.
I agree about the senses. Presenting materials so that the learner (typical or learning disabled) can experience information using as many of their senses as possible is the most effective.
Fortunately I teach in a field that allows for a lot of varied teaching strategies that include many hands on multi-sensory experiences because that is what the our students will be doing when out working in the field.
So yes, the information if presented in a variety of ways, and including sensory input works well to help all students.
Angela,
this is a great idea as it ensures continuity for the student as well as help for us.
Ryan Meers, Ph.D.
