Accommodating students with learning disabilities
Additionally, providing an outline of the day’s topic at the beginning of a class period and summarizing key points at the end can help students understand the logic of your organization and give them more time to record the information. Similarly, some instructional material may be difficult for students with certain disabilities. For example, if you ask the students to rearrange the desks, a student may not help because he has a torn ligament or a relapsing and remitting condition like Multiple Sclerosis.
(Scorgie, K., Kildal, L., & Wilgosh, L., 2010) Additionally, those students with “hidden disabilities” like epilepsy or chronic pain frequently describe awkward situations in which others minimize their disability with phrases like “Well, you look fine.” (Scorgie, K., Kildal, L., & Wilgosh, L., 2010) In Barbara Davis’s , she explains that it is important for instructors to “become aware of any biases and stereotypes [they] may have absorbed….For instance, a recent study by May & Stone (2010) on disability stereotypes found that undergraduates with and without learning disabilities rated individuals with learning disabilities as being less able to learn or of lower ability than students without those disabilities.In fact, students with learning disabilities are no less able than any other student; they simply receive, process, store, and/or respond to information differently (National Center for Learning Disabilities).Your attitudes and values not only influence the attitudes and values of your students, but they can affect the way you teach, particularly your assumptions about students…which can lead to unequal learning outcomes for those in your classes.” (Davis, 2010, p.58) As a way to combat these issues, she advises that instructors treat each student as an individual and recognize the complexity of diversity.