I have learned ADD/ADHA more in detailed and I appreciate the detailed examples of how to accommodate their needs. Allowing longer test time and to take it in a separate and quiet place is a very doable modification for test taking.
Clearly students with learning disabilities can be high achievers. There are numerous resources to aide in their success: providing instructions verbally and in writing; having student listen to textbook in audio format; having student sit close to instructor & breaking tasks into smaller steps.
Patience is key when dealing with students who have ADHD. Also, we should take time to get to know them and understand some of their personal tendencies and professional expectations of us as educators.
I UNDERSTAND THAT A LEARNING DISABILITY DOES NOT MEAN A STUDENT CAN'T LEARN, IT ONLY MEANS THAT THEY - AS WELL AS THE TEACHER, HAVE TO APPROACH THE PROCESS WITH A DIFFERENT LEVEL OF CREATIVITY THAT WILL ENABLE AND ENHANCE THE RETENTION AND ATTENTION SPAN OF SAID STUDENT, AND THAT THEY COULD BE DEFICIENT IN MORE THAN ONE AREA.
This section has given me more insight on the various types of disabilities and a few more accommodations that can be used to help students who might miss key parts of instruction due to their disability.
I a firm believer in peer help and will continue to use that in class with the added option of note-sharing/comparing.
From this module I learned that there are several accommodations a teacher can make for students with learning disabilities and ADHD. They can let another student help with notes, move them closer to the instrucor, you can use audio and visual technology and give them more time to work.
In this section, I now have a better understanding of the different forms of learning disabilities. With the information provided to accommodate, I will be able to adjust the classrooms to not only recognize when there is an issue but meet the needs of the students that are struggling.
Samantha
