Cognitive Disabilities
As an online instructor, what would you do to assist students with cognitive disabilities?
Donald,
I love your idea about keeping it simple. So many people always try to put the bells and whistles in unnecessarily.
Renee Shaffer
I deal with cognitive disabilities, much like physical disabilities, I keep it simple. I try to be sensitive to the needs of people with all kinds of disabilities. I understand the world of disabilities, but like what I told my daughter many times, her blindness is just a minor inconvenience So far, the strategy has worked.
Donald L. Buresh
Jean,
I think that the number is increasing every year. More and more veterans are coming back to school and with them in influx of PTSD for example. Thanks for being in the class.
Renee Shaffer
Lakithia,
Yes, cognitive disabilities can be the most difficult to assist. But it can be done! Thanks for being in the class.
Renee Shaffer
I too apply a lot of patience and time. Fortunately, the College generally knows and provides documentation to support any specific need for a student. However, after finishing this first Module I was agast at know that 75% are un diagnosed.
What do you think of the statistic shown here?
Thanks,
Jean
As an online instructor and the goal of any instructor is to help the student understand and apply knowledge of the subject matter. For students with cognitive disabilities, this can be a daunting task. I have learned that using pictures, providing lots of examples, and relating the material to meaningful experiences allow students who suffer from this disability to truly learn. Also by providing more time on tests and assignments, these learners are given a greater opportunity to demonstrate what they have learned and increased their overall educational experience.
Virginia,
I think that it is a good idea to make sure that everyone in the class knows about the office of disabiliy services, etc. You can add an announcement about it or have a segment of the class introductions giving directions, etc. That way those that need it will know about it without putting anyone on the spot.
Renee Shaffer
I am really introducing a new topic. We are not supposed to elicit the fact that a student is disabled. They are supposed to self- identify.
When they can use the help, how may we make them aware that help is available if they disclose?
Michael,
It is so helpful to be proactive and really see where the students are coming from. Often times, they may not realize that they are having cognitive issues as no one has ever helped them in the past. This is especially true of the adult learner.
Renee Shaffer
There are several things that I can do as an online instructor to assists students with a cognitive disabilities but one of the first methods is to have an understanding of students who have been assessed as having a disability. Cognitive disabilities are difficult to determine even without knowledge of which students may have it, is because it can be demonstrated in every student depending on the delivery of the course; however, as a precautionary measure, I make a personal phone call to any student that I see struggling (after two weeks) and try to determine where the shortcoming is. Usually, even if they don't realize it themselves, I get a history of their other classes and then I work with the student and provide extra time as I see warranted. There is more that I do but this is just the initial interaction.
Mike
Mike
Phyllis,
So glad that you are helpful and accommodating of students needs. Thanks.
Renee Shaffer
I have helped students apply for our extra time taking for tests for my students with cognitive disabilities.
Jerri,
Giving small doses of content is a good idea not just for those with cognitive disabilities! You are so correct.
Renee Shaffer
There are many ways to help students with cognitive disabilities such as allowing multiple attempts on tests or quizzes. This gives them the chance to learn the information that was incorrect and go back and retest. Giving assignments in small "doses" is another technique so as not to overwhelm the student. More contact with the student in the form of labs, tutoring, or one-on-one sessions to explain the more difficult concepts.
To be frank, I employ a lot of patience. When teaching something very complicated to students with cognitive disabilities, it's not that the student is incapable of accomplishing the tasks, it's that they often need some one-on-one discussions. Letting them submit assignments in a more visual medium like PowerPoint is often a great way to allow them expression without a tremendous amount of words that can make the cognitive issues even more acute.
The suggestions during the module of creating bullet point lists of things that are most important for the week, bolding priority items, and including a review of the material at the beginning and ending of each online lecture.
I have actually had several students with cognitive disabilities in my instroductory programming classes. Most of them have been brilliant programmers, but often have a hard time focusing on their assignments. One of the most challenged students actually put togther one of the best end of semester projects I have ever seen.
I always let the students pick their own final projects to work on (with my approval), so they retain interest when working on them over an extended period of time. This same student had to be reminded about homework assignments, given extended due dates, and given extra time to complete exams as well, but turned in an amazing final project on time and with stellar results.
One of the great features of many of the LMS's out there now is the ability to assign different due dates for selected students or groups of students. In one programming class I had three students with disabilities. I was able to put them all in a group and assign them different due dates than the general class.
I have seen this "students with disabilites" feature in both Desire 2 Learn (D2L) and Blackboard. It is a great organizational tool for the instructor as you don't have to constantly worry about various due dates as they can all be programmed into the system in advance.
Tom Takach
Jennifer,
The relationship is so important. Keep up the good work.
Renee Shaffer
I make myself available by all means of communication. For example, I had a cognitive disabled student who would call and text me several times per week. The phone relationship was very important to him and helped him succeed.
