Get Your Students Hired
My daughter has a central processibng disorder...it didn't become apparent until 4th grade. After taking her to speech therapy they suggested she get a handheld devise where she could run it through there to make sure it was correct. She has used this device through high school and college and is now a Regioanl Sales Manager for a very large hotel chain. I wish I could remember what this was called so I could pass it along. Perhaps, something like this may help???
Jeremy,
I agree. What I often hear most from students who have been advised to use spell-check functions is that they cannot pick the correct word from the choices given! Sometimes, peer tutoring for proof reading papers and assignments can mean the difference in a product that doesn't make sense (because of spelling and grammatical errors) and and "A".
Sarah Smoger
Spell-check seems to be one of the more common solutions for many of the posters (including me). But spellcheck is far from foolproof -- it will not find errors in word usage or homonyms. And grammar check is notoriously flawed in software like MS Word, often giving wrong guidance. I think the contributions such as the buddy system or no penalties for these types of errors may be better tools for those who are challenged in this way.
You grade students down for spelling errors on their papers. What reasonable accommodation could you make for a student with a learning disability that affects his/her spelling?
Jeremy,
Those are great possibilities. But remember, too, that LD is not an "all or nothing" condition. Some students are more limited by their LD than others, and some need more accommodation than others. The possibilities should always be considered on a case-by-case basis.
Dr. Jane Jarrow
This is an interesting question as it relates to technical fields, because technical writing is not helped by standard spellcheckers such as those in word processing software. The nomenclature of my field, architecture, is not nearly as technical as the sciences. Yet there are numerous abbreviations and terms that are not understand by MS Word or even industry-common software like AutoCAD's spellchecker.
Regardless, the precision required in doing architectural drawings means that spelling errors are frowned on. Reasonable accommodations for students in this situation could be a combination of two things -- allowing a technical architecture book as a reference for checking terminology, or perhaps a custom spellcheck dictionary which has frequently used architecture terms. Most softwares permit selection or editing of the spellcheck word list.
jason,
Sounds as though you are in the lucky position of having an institutional administration who understands the obligations and has taken the responsibility of making things happen -- for both you AND the students.
Dr. Jane Jarrow
As an instuctor at a vocational school that covers alot of material that are not in english I generally do not take off points for spelling. When a student with a documented learning diability is in my class our school provides independant test readers to cover the assessment this keeps the assessments fair and removes the spelling challange from learner
Bonnie,
Remember that there is a difference between someone being a bad speller (of which there are many!) and someone who has a disability-related spelling problem. That having been said, you given us a really good strategy for helping students who are having difficulty with spelling, whatever the reasons. One of the reasons that HEARING the word out loud may help is because it allows the student to bring in the auditory modality in reminding them of the sounds (letters) in the word. The reason having the student SAY the word out loud may help is because it gives them tactile feedback -- as they sequence the movements to produce the spoken word, it is a reminder of the order of presentation of the letters. (Interesting side note -- my daughter has cerebral palsy. She cannot speak clearly and so uses sign language to express herself. Her spelling shows exactly this problem. She tends to remember what letters should be in the word -- between her sight memory and saying the word to herself internally -- but she often has those letters jumbled in order because she doesn't have the tactile experience of sequencing them.)
Dr. Jane Jarrow
Students of all ages struggle with spelling disabilities. One method of accommodation when teaching spelling is tape recording. Just hearing the sounds of the teachers voice and then having the student repeat the word out loud can break that barrier.
Donald,
I like the idea that you are thinking through what is important, rather than just what is traditional, in evaluating your students!
Dr. Jane Jarrow
I myself will not grade spelling on my students Lab papers.
I teach at a vocational school, and just because a student cannot spell will not prevent them from doing the work that they are being taught. to me it is very important not to be too critical on spelling as this may deter the student from trying there best.
Dave,
Remember, as an instructor you can set the stage to support your students -- disabled and not -- but the native skill and ability is (and remains) up to the individual student. We aren't responsible for their success, only for assuring their chance to be successful.
Dr. Jane Jarrow
Providing the students with disabilities all the tools needed to overcome their disability is essential.Imagine how unsucessfull we would be if we did not do this
Angela,
Good call on your part -- the willingness to be flexible. Clearly, the young lady was having difficulty with understanding the printed word, but not the ideas represented. It is nice to hear that you were able to help her move forward.
Dr. Jane Jarrow
I had a situation with a student involving lesson comprehension. My student could not comprehend a test that I had given on hair coloring. She was lost on the wording of definitions pertaining to the math of coloring on how much to mix. So she came to me with questions about the wording of the test. As an instructor of cosmetology, I asked if she understood the test. She answered no. So I told her if I read the test to her will she be able to understand it better. She stated yes I will be willing to give it a try. With that being said she took the test and passed it. All this to say is that teachers need to be aware that students may need to test differently.
Jeffrey,
Allowing students to explain their work, rather than insisting on the explanation come in writing in the standard way is a great example of Universal Design in the classroom. You are providing alternatives that achieve the same end (verifying learning/competence). Good job!
Dr. Jane Jarrow
I typically don't count spelling errors against students as long as I can determine what they are trying to say. We are a technical institute and their mechanical and resoning abilities are of greater value to them in the performance of their job than the ability to spell. I have had students who I would have to explain their work to me verbally, because they could not do so in writting. I always make sure to review their IEP to see what all I can do for them to make them sucessful.
Pietro,
That's a great strategy for helping students -- ANY students -- to acquire important skills and information. When you relate new learning to high interest areas, you get high motivation as well. Good job.
Dr. Jane Jarrow