Getting the student to recognize the problem and ask for help.
The greatest challenge is working with the student that has clearly exhibited that there is some kind of disability but they have never been tested for it nor diagnosed. Because we can't diagnose students, it makes it much more challenging to provide any accomodations.
Determining how to present the material in order for them to comprehend, learn, and retain the information
I think the biggest problem is that students do not always advocate for themselves, deny the disability or are not fully in tune with what strategies really help them. In some cases, their prior learning environments have carried them through with modifications rather than accommodations. At times, developing good learning strategies and learning about themselves happens in college rather than earlier. They need to be patient with themselves and guidance in this process helps.
Finding the time to work with these students is always difficult for me. My students are adult learners who have responsibilities other than school and they run out as soon as class is over.
Lawrence,
I agree that most students with a learning challenge would rather go unnoticed. It's important that all of our students understand that we want to help them & when we show this, they will more likely reach out to us for help.
Ryan Meers, Ph.D.
Lawrence,
I agree that most students with a learning challenge would rather go unnoticed. It's important that all of our students understand that we want to help them & when we show this, they will more likely reach out to us for help.
Ryan Meers, Ph.D.
The system has hobbled us. In my son's SENIOR year of high school, a brave English teacher asked him if he had ever been tested for learning issues. Although I suspected this may have been the case for quite some time and brought it up with his teachers, who had previously told me that he was extremely bright but lazy and disinterested. Maybe if they weren't so afraid of being politically correct, they could have suggested earlier testing. I had him tested, he does have learning disabilities that we are trying to remedy, but it is very tough to get him to feel OK about extra help at this late date-he doesn't want others to feel exceptions are being made for him. Now that I am teaching, I do ask students if they are having trouble with reading/ testing comprehension.
I do believe that most students with learning disabilitys would rather not be noticed for that and try to squeak by without bringing it up. Getting them to open up about the issue may be challenging.
The greatest challenge for me, as an instructor, is knowing that they exist. For my generation, I went through school seperated from other students that had trouble learning. I had trouble comprehending that there were such things as learning disabilities. When I went to college and saw the diversity in the student population, that's when I noticed some of the strategies other students used to deal with those issues. When I started in education, I realized that there were many different learning disabilities and that students could deal with them.
Several years ago I had the privilege to work with a student with Asberger's disease.
The greatest challenge for me was the lack of understanding by other students and faculty. They chose to see the disability and not the human They saw this student as a challeng to their day, and were quick to discount them.
They would then automatically categorized the student by their instructor, putting them in a less than successful light- different from the rest of the class.
Although I did not teach this student in every class, I did make sure I provided support to other instructors- to help enlighten and guide then to a successful learning environment for the student. Also to help the instructor / students realize that this is just as much a real world learning experience as anything that they would learn about cooking
Rich,
glad to know it was helpful. It is good to have the knowledge for future use.
Ryan Meers, Ph.D.
The greatest challenge I have found when working with students with a learning disability is finding out too late. Our courses are extremely fast pased, 8 week classes. The expectations placed on the student are very high based on the need to pass a national licensure exam at the conclusion of the program. Students are reluctant to disclose that they have a problem and request accomodation until they have dug themselves into a hole that is almost impossible to get out of. Also, the ability to accomodate the student is difficult. The most common requested accomodation is to provide a space withminimal distractions and extra time for test taking. However, with minimal staffing, it is impossible to locate someone to proctor the exam if an alternate testing site can be located. Administrative support is not always available as students are expected to have made their own accomodations at this point in their lives in order to be successful in the career field in which they are studying.
They do not always let you know that they have a disability. Legally I do not believe you can come out and ask them. You can however ask them what can be done to help them do better. I had a student that failed her first two exams, when I approached her she had stated that she had a disability, etc. For the next exams I adminstered them to her in a quiet room and she did much better. The issue I have is what documentation needs to be submitted by the student as proof of a disability, or is one not needed. The IEP does not qualify as proof for higher education, according to my understanding. So, when is it fair to let a student have extra time for an exam?
I haven't come across any students with learning disabilities so far. However, I really appreciate this course content and will gladly apply what I've learned when I do meet a student that faces these challenges.
Darlene,
and one of the best ways to discover this is by asking them what has helped in the past.
Ryan Meers, Ph.D.
For me, it's knowing what they need that will be the greatest help to them. I want to set them up for success, so it's helpful if I know up front what works best for them in certain situations.
Miguel ,
I would agree that this poses a serious challenge. If we can help them stay positive, we have a greater chance of truly helping them.
Ryan Meers, Ph.D.
renita,
you make a great point here regarding making sure that we clarify that a student truly does have a learning disability. This is important so we make sure each student gets the help he/she truly needs.
Ryan Meers, Ph.D.
The greatest challenge is helping them getting through their frustration from their learning disabilities.
