Instructional Strategies for Students with Learning Disabilities | Origin: ED132
This is a general discussion forum for the following learning topic:
Teaching Students with Learning Disabilities --> Instructional Strategies for Students with Learning Disabilities
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
I have learned that accommodations in post secondary education are not meant to disrupt or change the course or program objectives due to the students elective career needs. I6 is best to for the student who may need accommodation to register with the institution's accommodations office to enable support from the instructor. The instructor can meet with the learner to see what strategies would best suit the student without changing any requirements.
Strategies that could be used is giving the student more time, use of guided notes, and apps for time management, organizing guided notes, etc.
The student at this level should be experienced at understanding their disabilities and being an advocate for their career goals.
I found the idea of cueing our learner disability students as being very helpful. We do lot of reading out loud in the course and I have students that have informed me in advance that they don't like reading in front of other people because they may can't pronounce the words correctly. So, this gave me an idea going forward to keep my learning disability students engaged and feeling included in participation activities.
Students with learning disabilities already use tools and apps so as teachers we can learn what they're already using and build onto it.
My take away from this module is that accommodations are meant to support students, not lower expectations. They provide equal access to learning while still maintaining the integrity of the course. This helped me understand the importance of balancing high standards with the support students need to succeed.
I also learned how important self-advocacy is at the postsecondary level. Students must communicate their needs to receive accommodations, which makes it essential to create a classroom environment where they feel comfortable speaking up.
Another key takeaway is recognizing how much extra effort students with learning disabilities put into tasks like reading and comprehension. This gave me a greater sense of empathy and patience as an instructor.
Additionally, I learned that technology and learning apps can play a major role in helping students stay organized and improve their understanding. As educators, we should be open to using these tools to support learning.
Moving forward, I plan to be more flexible and intentional in my teaching by providing clear expectations, using supportive strategies, and communicating with students to meet their needs while maintaining course standards.
How to accommodate for someone in your classroom. I would be very interested in learning about the different apps.
I learned the critical difference between accommodations and modifications and the importance of maintaining course integrity while supporting students with learning disabilities. I gained insight into how students with dyslexia and other processing challenges experience reading, questioning, and class participation differently. I will apply this knowledge by using clear examples, flexible engagement strategies, allowing processing time, and collaborating with disability services to implement reasonable accommodations that help students demonstrate learning without lowering academic standards.
A small, reasonable accommodation can make a huge difference for someone with a disability. I was happy to learn about the support apps.
I really enjoyed reading about all of the support we can offer students. I especially liked the idea about allowing students to use an app to record a lecture which then provides them a way to study. If you used this app with guided notes, you have hit multiple modalities of learning.
Accommodations are made to find out what the students have learned.
Accommodations provides the opportunity for students with learning disabilities to be successful in the course.
Reasonable accommodation are those that do not fundamentally alter the nature of the course and/ or program in which the student is enrolled.
There are numerous apps available to accommodate students with learning disabilities. Students will likely be aware of these apps and how to use them when they come to your class.
Students with learning disabilities have resources available to assist them in meeting success goals in college. They must self-advocate with the institution because personalized learning plans are not available in college.
There are lots of resources available to help with accommodations that will ensure that students with learning disabilities stay engaged.
Effective strategies for students with learning disabilities include structured instruction, multi-sensory learning, scaffolding, technology support, and positive reinforcement. These approaches help students access content, build skills, and achieve success.
Didn't know there were apps for these issues. Glad to see technology is there to help.
Provide students with learning disabilities with previous projects, ask questions with multiple answers, and use available apps. These are some things I can do to help my students with learning disabilities.
This module had some great tips for working with your students that have learning disabilities. Communication is key and I like the idea of having cues between you and your students.
This module helped me understand how important it is to provide the right accommodations and modifications for students with learning disabilities so they can truly show what they know. I learned that these supports don’t change the standards—they remove barriers so students can focus on learning instead of struggling with how to access the material.
