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What Might This Look Like' For A Student With Learning Disabilities?

The document discusses challenges faced by students with learning disabilities and provides suggestions for teachers to better support these students. It notes that students with learning disabilities may experience frustration, anxiety, processing issues, distractions, and reluctance to take risks. It recommends that teachers eliminate distractions, provide processing time, give positive reinforcement, and see situations from the student's perspective. The document also stresses the importance of understanding that fairness means giving students what they individually need, even if it is not equal treatment for all.

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111 views

What Might This Look Like' For A Student With Learning Disabilities?

The document discusses challenges faced by students with learning disabilities and provides suggestions for teachers to better support these students. It notes that students with learning disabilities may experience frustration, anxiety, processing issues, distractions, and reluctance to take risks. It recommends that teachers eliminate distractions, provide processing time, give positive reinforcement, and see situations from the student's perspective. The document also stresses the importance of understanding that fairness means giving students what they individually need, even if it is not equal treatment for all.

Uploaded by

api-533982903
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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F.A.T.

City
Problem Ownership

What might this ‘look like’ for a student with learning disabilities?

Experiencing Many times adults can be worsening anxiety and tension in children when
Frustration and we are just trying to get them to learn and move on. If educators and adults
Anxiety stepped back and was more patient, or saw how you are speaking to them
from the students perspective, the teacher would rethink what they are
saying. Sarcasm, or making fun of the student will leave your head in a
couple minutes, but stay with the student for longer.
Processing Some students have a difficult time processing language, and in class if a
(Pace) teacher speaks too quickly or has a fast pace students can get left behind or
distracted. If a student is called on, but they are still processing the question
or the last answer, they can fall more behind or feel embarrassed. Teachers
can talk to students, and make agreements on when they can be called on,
and when they need to focus. Teachers can also create a reasonable pace in
class, so everyone can keep up.
Distraction A distracted student pays attention to everything, and can’t eliminate
distractions when needing to focus. They may be listening to the teacher
speak, but also what they are wearing or what’s behind them. If a student is
distractible, eliminate the distraction as much as possible,

Risk-taking If a teacher does not give any positive reinforcement when a student tries or
gets the right answer, learning disabled students will stop taking risks
because there is no good outcome. If they get it right, the teacher move on,
if it’s wrong they are embarrassed and scolded. Give positive
reinforcements, and creating a safe space for risks will allow students to feel
safe to take risks.

Additional Notes: Frustration Anxiety and Tension


Experiencing-- Sarcasm creates a victim- will stay w student
Anxiety affects performance Accepts IDK, accepts defeat
If I can’t see the teacher, teacher can’t see me
Processing—More difficult time processing language
NonLD processing answer LDstud processing question then answer 2x processing
Take student aside by themselves, a let student know when you will/can call on them- ex: coming close to the,
Distracted student gives attention to everything- distractible- eliminate distraction
Risk- Taking – No surprises- like to know what’s coming up
No positive reinforcement- why play this game? If I’ll be embarrassed
Visual perception- “look at it harder” give bribe, then take things away- blaming the victim child isnt motivated
Perception can see it but can perceive it- LD student needs a teacher being the only child who cant do
Reading Comprehension- teach comp. through vocabulary. Assume if know every word in a paragraph, know
the meaning of the paragraph. Comprehension has to do with background. Don’t expect stundets to figure out
reading comp on own.
General Notes/Suggested Accommodations

Visual Teacher will do 1) “Try harder. Look harder.” 2) Try to bribe. 3) Try to take
Perception something away. 4) Blame the victim, and saying the child isn’t motivated.
(blurry picture) A child needs a teacher who can teach them, and can perceptions of things
to allow them to learn. A learning disabled child will feel like the only
student who can’t do something, so help change their perception.

Reading Knowing vocabulary doesn’t mean understanding or comprehension. Just


Comprehension assuming that if a student knows all of the vocabulary they will understand
(two stories, one the reading is wrong. There is also context, and background that can come
with known into comprehension. A teacher will need to help with comprehension, even
vocab, one if the vocabulary is understood, there will need to be some assistance.
without)
Visual Most learning disabled students will not know what they did wrong when
Perception (title they get in trouble. From their perspective, the student was correct or did
for a story) what they were supposed to do, and got in trouble for it. As a teacher, they
can ask why they did what they did, or try to see from the students
perspective.

Visual Motor Many learning disabled students have a difficult time with visual motor
(handwriting in a integration. They will want to write or draw something, and their motor and
mirror) visual skill will do let them do it.

Oral Expression Dysnomia- Many learning disabled students have dysnomia, where they are
(story without a not able to find the current word I they are trying to say, so they explain it
the letter ‘n’) until they can think of it. Learning disabled students have a disconnect
between the storage and retrieval in their brain, and can easily mix up what
they are retrieving from storage. For LD students, speaking and listening is
cognitive, and takes more focus. Give students time.
Reading and Early in life we lean special orientation does not dictate object
Decoding identification. Then when reading special orientation has a lot to do with
(story with sounds and comprehension. Teachers will rush, say that something is easy,
interchangeable or asks rhetorical questions but students with learning disabilities are seeing
‘pdbq’) something different and more difficult that is not allowing them to
understand what they are seeing.
Auditory and Students can have instructions right in front of them, but will not understand
Visual it until it is spoken to them. A students may reread over and over again, but
Capabilities until they hear it they wont understand it. At the beginning or assignments,
(story understood teachers can read then hand out with written instructions, so both options
by listening) are available to students.

What is ‘fairness’?
Fairness does not mean everyone gets the same, but that everyone gets what he or she needs. Many times
teachers will say they cannot do extra for a student because it is not fair to the other students. What matters is
the student who needs it, not the others. A teacher who won’t help a student because it is not fair to others is
thinking on the same morality of students. Teachers are fair in the class will need to treat some students
differently.

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