From another perspective: Students with learning disabilities
Our discussion centers on how teachers can best provide accommodations to their students with learning disabilitie. We’ll use what is usually a tried-and-true method to illustrate different ways in which teachers can better accommodate their students with LD and help them to actually learn their lessons. We’ll use real world examples in a “situations and solutions” format to illustrate some of the various ways that teachers can use to accommodate their students with LD.
Here they are: Situations and Solutions
1: A student with deficits in reading comprehension had to watch a computerized training tutorial, and then complete timed quizzes on the computer. To accommodate this student, the teacher adjusted the computer screen color scheme and font to make it easier for the student to read the test material.The teacher also suggested that the student use a ruler held to the computer screen to “stay on the line” when reading test questions. The student was also allowed to watch the tutorial more than once and was allowed to take the quizzes un-timed.
2. Another student with a learning disability had difficulty spelling words correctly on the chalkboard. This teacher provided an overhead projector with plenty of blank overhead sheets. The student was allowed to write words, phrases, or sentences on the overhead sheets then let a fellow student check for accuracy. Now the student can forgo using the chalkboard; and instead can display information from the projector.
3. A student in a technology class had expressive writing disorder. The student’s class tasks included gathering information for written reports. To accommodate this student, the teacher used Inspiration software to help the student to organize, prioritize, and then outline the information for his reports. The teacher also ensured that the student had a hard copy dictionary and thesaurus.
4. A student enrolled in a work/study program also had a learning disability. He had difficulty remembering task sequences at that job. His teacher, working with the student’s supervisor, provided written instructions, whereby each major task was broken down into smaller, sequential sub-parts. Each subpart was color-coded for easy reference (green means start, red means stop). This accommodation helped the student perform his work better, while patterning himself for future school and full-time work.
5. A student who had expressive language disorder had difficulty communicating with her teacher. This student preferred to read communication, then, respond in writing. The teacher then adjusted her method of teaching, whereby communication with her student occurred, when possible, through emails, instead of face to face.
6. A student with dyscalculia was inefficient when creating biology and chemistry formulas at the college level. To ensure the mathematical calculations were accurate, the student was allowed to spend extra time “figuring” and “double-checking” his numbers. This teacher was able to purchase through the college’s budget a special calculator to help the student to “figure” the various calculations needed to complete his needed mathematical work more efficiently and accurately.
7. Another student with an auditory processing disorder had great difficulty completing his assignments on time. To ensure that his homework was turned in on time or that he studied properly for scheduled tests, the student was allowed to use a voice activated recorder to record the various assignments from his teacher. The student was then able to listen to this information whenever necessary, turn his assignments in on time, and study appropriately for tests.
There are numerous products that can be used to accommodate students (or others) with LD. The Job Accommodation Network’s Searchable Online Accommodation Resource (SOAR) at www.jan.wvu.edu/soar is designed to let users explore various accommodation options. Many product vendor lists are accessible through this system; however, upon request, JAN provides these lists and many more that are not available on the Web site. Teachers or individuals, or other people with various disabilities and especially employers – can contact JAN directly if they have specific accommodation situations, are looking for products, need vendor information, or are seeking a referral.
Paul Rendine is Chair of the Disability Advocates of Delmarva, Inc. group. He can be contacted at quoteman3@aol.com with any comments or questions.