I counsel them on there progress and offer them different information or reading material that may help them. I also work with them on a one on one basis to build confidence and let them know that I'm here to support them.
In this case it seems that not counting off for spelling would be an appropriate accommodation. As long as the instructor can understand the meaning of the paper then the spirit of the assignment is fulfilled.
Our educational institution ( we have campuses across the country) accepts the IEP/504 plan in lieu of a psychological/psychoeducational evaluation as supporting documentation for accomodations as the cost factor to obtain an evaluation is very expensive. The majority of our students do have the funds to afford such an evaluation nor insurance coverage.
Thomas,
It sounds as though you have had great success in working with students on these issues, and that is certainly commendable. But I want to make sure you understand that learning disabilities do not disappear because the student finds (or is shown, by a caring instructor!) good compensation strategies. Learning disabilities are not something that the student can "get past" through hard work on their part. They will always have that learning disability.
Dr. Jane Jarrow
MAUREEN,
The institution (and the person making these decisions on behalf of the institution) have a great deal of latitude regarding how to accommodate students, and there is nothing to prevent this accommodation being assigned. But, just to be clear, IEPs and 504 plans ONLY are binding on the K-12 system. Unless these are students who are still in high school, involved in dual enrollment programs, these plans are not binding on the postsecondary institution
Dr. Jane Jarrow
In our vocational training we are not actualy tasked with spelling corections but we encourage clear legible paperwork and understandable notations.In most cases, I'll correct or suggest more effective terms to any of my students and have not had to make accommodations in this fashion.In almost all these (disabled or not),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.
if an IEP/504 plan supports it a reasonalble accomodation at our school would be that the student is not to be docked for spelling errors or poor handwriting. The handheld spellchecker devices, a dictionary, or a word processing program have also been considered reasonable accommodations.
Joseph,
I am glad that you found the resource useful and were encouraged to do your own research as a result. I am sure that your future students will be better served for your having taken the time to investigate further.
Dr. Jane Jarrow
i realy enjoyed this lesson i have had many students with A.D.D with this lesson i looked up some sites on the net and plan to do more research
to understand this disability. ahy sites that come to mind please let me know.
Cassandra,
That sounds like a good plan -- and a very humane way of handling things!
Dr. Jane Jarrow
I think it is important to know the students well enough to know what is their best effort. If a student has difficulty spelling but I can tell what they mean and the concept of the paper is on point then there can be some leniency in grading spelling.
julia,
That's a great idea. The idea of using a word bank as a memory "nudge" is often a very useful strategy for students with learning disabilities. Well done!
Dr. Jane Jarrow
allow them to make a sheet that has the words most often used. they would increase the words as needed and be allowed to you their sheet as needed.
Andrew,
There probably is nothing you could have done differently. This sounds like a question of maturity on the part of the student (it doesn't matter how old they are chronologically, they may still lack maturity when it comes to dealing with their disability). If the student knew he should have, and could have, asked for accommodation and didn't do so, then chances are he would not have availed himself of services once he got into classes either -- and would have been unsuccessful in his academic attempts. Perhaps this experience will be a good dash of reality for the student, and he'll come back and try again -- with appropriate help -- at a later time.
Dr. Jane Jarrow
I just had a student who took an evaluation/entrance exam for our college and failed it 3 times. A close family member came and told me that this student had a documented learning disability but was to embarrased to admit it to our Admissions department. I wonder what I could have done better to facilitate this students success. Sadly, as it was, the student did not enroll.
Pamela,
There are lots of good websites offering advice and support to individuals with learning disabilities. I would suggest that you tell the students you come in contact with to start with LDonline.com. It has a wealth of information and a lot of links to other sites they may find helpful.
Dr. Jane Jarrow
I did not mean to sound that I could fix it; what I meant is to maybe find their own "tricks" that they may not have thought of before. The students here that I have talked to, who realize that they have dyslexia, would like to know a few more tricks they could use, advice from another dyslexic, if nothing else.
Sorry, Pamela. I still have the same problem with the idea that there are exercises that a student who is dyslexic can/should do. It seems to suggest that if they work hard, they can "overcome" their dyslexia -- that it can be "fixed." It doesn't work that way. It isn't going to go away. There are certainly coping strategies that students can use (such as those you have suggested), but they are just that... ways that the student has learned that maximizes personal functioning in the light of the difficulties they face. I just want to be sure we don't leave folks with the impression that dyslexia is due to lack of effort on the part of the individual, and that they wouldn't be dyslexic if they just tried a little harder!
Dr. Jane Jarrow
I did not explain myself enough; I meant like exercises from a book. I have a book called Teaching Students with Dyslexia. It has lessons where I could give students sheets with words or letters on them. The students could do them alone, or we could do those together. I then would follow up with reinforcement lesson exercises, etc. if needed.
I know that there have been things in the medical community that have promised that if the dyslexic person puts on these certain glasses, that it will correct that; that has been proved not effective. I do have friends that are dyslexic and each has his own tricks to make it; both have had to memorize lines for plays, and one prints everything he writes.
Pamela,
I was with you right up until you got to the point about "exercises that can be done with the person with dyslexia." Don't you believe it, Pamela. For small children, there are eye exercises that help increase muscle control and may help them to focus better, and for older children and adults there are coping strategies that can help the student to function more effectively. But nothing that you OR the student can do will make him/her any less dyslexic. It may effect the IMPACT of the disability, but not the nature of the disability.
Dr. Jane Jarrow
