Students with Learning Disabilities

Learning disabledstudents are those who demonstrate a significant discrepancy, which is not the result of some other handicap, between academic achievement and intellectual abilities in one or more of the areas of oral expression, listening comprehension, written expression, basic reading skills, reading comprehension, mathematical calculation, mathematics reasoning, or spelling.

Following is a list of some of the common indicators of learning disabled students. These traits are usually not isolated ones; rather, they appear in varying degrees and amounts in most learning disabled students. A learning disabled student …

· Has poor auditory memory—both short term and long term.

· Has a low tolerance level and a high frustration level.

· Has a weak or poor self-esteem.

· Is easily distractible.

· Finds it difficult, if not impossible, to stay on task for extended periods of time.

· Is spontaneous in expression; often cannot control emotions.

· Is easily confused.

· Is verbally demanding.

· Has some difficulty in working with others in small or large group settings.

· Has difficulty in following complicated directions or remembering directions for extended periods of time.

· Has coordination problems with both large and small muscle groups.

· Has inflexibility of thought; is difficult to persuade otherwise.

· Has poor handwriting skills.

· Has a poor concept of time.

Teaching learning disabled youngsters will present you with some unique and distinctive challenges. Not only will these students demand more of your time and patience; so, too, will they require specialized instructional strategies in a structured environment that supports and enhances their learning potential. It is important to remember that learning disabled students are not students who are incapacitated or unable to learn; rather, they need differentiated instruction tailored to their distinctive learning abilities. Use these appropriate strategies with learning disabled students:

· Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.

· Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.

· Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.

· Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.

· Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.

· Learning disabled students need and should get lots of specific praise. Instead of just saying, “You did well, ” or “I like your work, ” be sure you provide specific praising comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organized the rock collection for Karin and Miranda.”

· When necessary, plan to repeat instructions or offer information in both written and verbal formats. Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as possible.

· Encourage cooperative learning activities (seeTeaching with Cooperative Learning) when possible.Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.

Offer learning disabled students a multisensory approach to learning. Take advantage of all the senses in helping these students enjoy, appreciate, and learn