Support Approaches for Students with Learning Differences

Over the years as a shadow teacher I have gathered some tips that may help students. I have used most of these approaches in collaboration with teachers with effective results. I added just a few as each student is different and has different needs.

For my students to reach their full potential and be productive members in the inclusive classroom could not have been achieved without the constant support of the teachers. Their efforts have not gone unnoticed. Having shared my tips with them not only did they try implement them for my student but saw the use for many other students. Please share any tips to working with students with learning differences. We all can learn from one another, thank you-Angelik!!!

Support Approaches for students with Learning Differences

Tips for Learning and Teaching

Curriculum

• Cognisance of all students with LD to have access to an individualized learning program (ILP) where specified needs can be met and goals set forth. This should be done in collaboration with all involved in the student’s academic growth and development
• Provide opportunities for the student to pre-learn, re-learn and over-learn by providing summary of the lesson a few days prior, reflecting back on the previous lesson by asking other students to share what they did for homework. All this is a re-cap for the student and an extra opportunity to allow the information to sink in without them becoming bored
• Provide assistance with elements of the writing process, such as the using KWL charts, outline, using senses when writing and editing checklists
• Use a rehearsal-reading system. Sometimes instead of calling on students at random to read aloud, assign each student a specific passage a day in advance
• Construct list of essential words/often misspelled words that student may find difficulty in and have them write it 3 times over
• Acknowledge that extra time is needed by students in order to complete tasks/tests/assignments
• Change format, font or structure of worksheets/tests to make them understandable, easily readable so as to not invoke stress because of the quantity of information on 1 page

Classroom Management

• Classroom layout should reflect a consideration for all students (ex. Labeling of boxes where material can be found, orientation around the classroom and other classes, desk where papers can be put in, teachers desk etc…)
• Structured environment is best where one incorporates physical organization of the environment, visual schedules, work-systems and task organization

Routine

• Planning a routine may help to alleviate stress for many students. This can be done in areas where the student finds difficulty in (e.g. explain what the routine is, the purpose of the routine, the task analysis of the routine, how the routine will be at taught-visual and sketch a diagram that can help them follow the routine)
• Use visual cues to help the students to organize themselves (flash cards, schedule, work systems)
• Provide structures that assist students in understanding the duration of tasks and what will happen next. This is called task analysis and involves the student following a routine when needing to complete a task (e.g. breaking a large task into smaller sub skills, reinforcing the skill through repetition and then stating what will happen once the task is complete)

Modes of Teaching

• Use multimedia, various games/programs so as to tap into all areas of the curriculum (e.g. such as computers, star board, games, activities, group work as these methods of teaching distinctively appeal to all students)
• Provide extra support/strategies that may make learning easier (e.g. summaries of lessons/ vocabulary, appropriate literacy, charts, diagrams, mind maps, electronic dictionaries, models etc)
• Encourage the process of drafting, proofreading, editing their work so they can learn from their mistakes and avoid making them in the future
• Break tasks into small steps (task analysis) and allow adequate time for completion
• Always refer to the student by name as he/she may not realize that ‘everyone’ includes them

Social environment

• Where possible structure opportunities for students to use social skills in different situations (ex. Group activities relay the role of the student with LD and give them specified instruction. Make sure they understand what is required of them and how they need to interact with their group members to reach the required goal)
• Some students may find great difficulty in less structured situations such as recess, lunchtime, in the corridor and in transitions between lessons. When necessary develop a ‘Buddy system’ with mainstream peers to assist child with a learning difference by walking with them to different classes, sitting next to them at lunchtime, playing with them at recess
• Use stories to teach social communication/interaction as well as to depict difficult situations that may arise for a child by addressing the entire class so as to avoid ostracizing that one child with a learning difference (ex. Accepting compliments)
• Promote the development of clubs that students can join during recess time or after school so as to increase social interaction in structured setting

Emotional Support

• Students should be enabled to develop self-esteem This can be done by giving positive reinforcement, positive comments when they do something correctly (e.g. “Thank you Steve for packing your bag” “Mary I like the way you listened to directions and started on the morning assignment”)
• Recognize the confusion, anxiety and frustration of the student and avoid situations that increase pressure such as pressuring them to answer a question. Give them time to answer question by telling them that you will come back to them or writing down the question so that they can visually have it in front of them to see and process the information to answer the question
• Avoid invoking anxiety within the student so prepare the student beforehand when needing to do activities/presentations. Unstructured or unfamiliar situations without prior warning/explanation can increase stress levels
• Provide visual tool which explain relaxation techniques that the student can refer to when stressed or anxious
• Allow library time for some students as an escape when recess or class time becomes overwhelming and noisy

Relationships and Communication

• Establish a supportive relationship with the student. Trust is key as the student needs to feel that he/she can approach you when something is bothering them
• Communication between home and school is vital to ensure that curriculum access is appropriate, reflects the student’s interests and needs, and enables the student’s meaningful engagement
• Read and re-read questions aloud. Provide precise instructions for students to follow with simplified language and clarify meanings where necessary. Keep verbal instructions brief and simple. Ask students to repeat direction back to you so as to make sure they understand what is expected of them. This way the student will more likely communicate back the correct information

Behavior Management

• Provide rules of the classroom in clear big writing in a visible area and refer to them often so as to control behavior
• Catch the child exhibiting positive behavior and comment on it by making positive remarks. In some instances reward them
• Disapprove of inappropriate behavior and not of the student
• Provide behavior modification sheets/strategies to increase positive behavior and decrease disruptive behavior. There are many behavior sheets/techniques that can be used, apply 1 that is appropriate for the student and go through it with them
• All behavior is communication-look at what the student is not saying rather than what they are saying. Can use the ABC observation strategy (antecedent of behavior, actual behavior and the consequence) that may help identify triggers in the environment and better plan for them in the future