A reasonable accommodation is not to take off for spelling. It is important to me that they "get it" the subject matter and what they are doing.
I had a conversation with a new student the other day. We are in our 5th day of class. He informs me of his learning disability. Because my class has a lot of hands on, one would not pick it out. The one thing he has is his passion for what he is doing.
We have a daily assignment that require planning and organization of logistics. He explained that he does his backwards. No problem. I turned it around and said to him" think of a bike trail that you have mapped out" after that, by connecting one of his hobbies that he excels with to the assignment, he is demonstrating competencies in class.
Sarah,
Those are TERRIFIC ideas -- the kind of creativity that reveals you as a great teacher for EVERYONE... and one who takes into account individual learning styles and preferences. It is always exciting to find teachers who are as focused on what their students are learning as they are on what information they are presenting to be learned.
Dr. Jane Jarrow
Anthony,
I'm with you! I think all students, disabled and not, can be held responsible for producing a "finished product" that they can be proud of. But it doesn't have to mean producing it in the first draft, by themselves, without use of technology or assistance. Knowing when and how to ask for and use the help available is a critical skill for us all.
Dr. Jane Jarrow
Don,
I really appreciate what you are doing with your vocational students. It makes good sense to not count off for spelling but at the same time provide the resources in the classroom to enhance their knowledge. The MP3 player idea is also very good. Many of my students with disabilities are kinesthetic learners. I have developed or adapted activities that are technology driven to help meet their needs. Examples of things I have developed for use in my Intro to Technology course are Crossword Puzzles and Jeopardy games for quickly learning new vocabulary and to review for quizzes. As you can imagine, the kinesthetic learners love the Jeopardy games because I have purchased the "buzzers" for them to press when they know the correct answer. The first student to buzz in is locked so the others can't buzz it so there is no complaining about who was first.
Thanks for sharing.
Not being a great speller myself I try to be flexible yet make expectations clear. I would ask that the student(s) write neatly whenever filling out paperwork. Let them try to help themselves whenever possible by using a spell check program on the computer. If these resources aren't available then have the student ask an instructor or another student to review their work prior to turning it in. I rarely mind helping others that want to help themselves.
Jonathan,
Your proposed solution -- slowing down and reading aloud -- most certainly works well for some students. Just remember that learning disabilities don't impact everyone in the same way, so the same solution won't work for everyone, either.
Dr. Jane Jarrow
I have found they usally need to slow down,take their time and read it aloud to themselves before submitting it. I would also stress to them not to use phone texting pattens which are replacing common grammer in their speech and writing at a rapid rate in everyday interactions.
Anne,
In the specific instance you name -- and English Composition class -- I am with you. I would not disregard spelling or grammar. BUT, I would provide someone with access to technology (word processing with spell check, grammar check) that would allow them to check their work and be responsible for turning in a "finished" product of the same quality expected of others.
Dr. Jane Jarrow
This depends on the subject matter. It is not appropriate in English Composition to disregard spelling and grammer, but in the short answers in Psychology perhaps it might work.
Clifton,
That's a great approach. I am sure your students appreciate your patience.
Dr. Jane Jarrow
I too work for a vocational school. For my students who have reading and writing disabilities, I will offer to read through a question, and ask them to tell me what their answer is. After hearing their answer, I will have them write it out on their paper. I will ask them to do the best they can on spelling, but I don't grade on it. I mostly care if they understand the question and answer.
Harold,
Hmmm... are you saying that you would give the student with a learning disability a different test than you would give to the other students in the class? That isn't necessarily a good idea, either from a curricular standpoint or for the student. In fact, a lot of LD students will have MORE trouble with multiple choice tests.
Dr. Jane Jarrow
This is fairly easy for me because I have dealt with this inviroment for 17 years. I would first look at the wrok material being handed out and adjust the work into Multiple choice or short answer fill-in the blank. I will use a essay question as a last resort and if I do use it, I will follow-up with a one on one discussion on the topic.
Ziaul,
I am sure that is very much appreciated.
Dr. Jane Jarrow
I spent extra time with them to make sure they understand the material.
i work at a vocational institute i will have 2-3 stundents tearning problems we use mp3 players for testing we will us a instructor to read the test but in a diffint classroom but i will right the key words on the board and talk adout them that work good thank you
Mary,
No -- it would be wonderful if there were some standard list of accommodations-by-disability, but it doesn't work that way. We assign accommodations on the basis of need, not on the basis of a label. Not all students with the same disability will have the same need of support. If I were you, I would push for more information to be made available from the institutional personnel charged with disability services. You don't need to know the label so much as you need a better understanding of the impact of that student's disability. Then, too, you can talk to the student directly. You want to make it clear that your inquiries are not from idle curiosity, but from a desire to help ("If I understood more about the difficulties you are having, I might be able to figure out how to help"). Good luck!
Dr. Jane Jarrow
I work at a for profit college and often have students with various learning disabilities.
Some will voluntarily tell you what the disability is and I am able to look it up and see what things can I do to create a better learning environment for that student.
The schools notifies us of students that have filed a report but often we do not know the type of disability.
I am aware that they are not allowed to tell us, but often not knowing makes the job a little harder.
Is there some accommodations for emotional and pshchological disorders that are universal is trying to accommodate emotional and social disorders?
Andreika,
That's actually a great example of "universal design". You have developed a solution that makes a significant (and necessary) difference for students with disabilities, but is ALSO appropriate for use by all students. Well done.
Dr. Jane Jarrow
I utilize old school with new school methods. I encourage my students to use the online dictionary/spell check and to submit drafts so they may be able to correct spelling errors or grammar issues. I normally link them with the learning center tutor and/or suggest submitting their papers to their English professor.
