It has been over 30 years since the government passed Public Law 94–142 (Education of All Handicapped Children Act which ensures that each American child will receive a “free, public and appropriate” education. This law also provides that each student with disabilities will spend the maximum amount of time possible in the regular classroom. Because of this law and other similar laws each teacher is charged with the responsibility to provide services to children with special needs in addition to the other students in the classroom.
The first thing that teachers should be aware of is that students with learning disabilities often have difficulty making transitions from one activity to another. This is especially true when they are going from something pleasurable to something difficult. In order to help this transition it is pertinent to provide a “wind down." This could be a timer, a flag, anything that denotes the fun activity is ending. It is important to not jump directly into for example Math, if the student has been drawing.
Steps to Correct a Child
With a child who resists new tasks, it is helpful to only assign some very small portion of the new task and then allow the student to complete something familiar. Using math again as an example, if the teacher is introducing division, allow the student to complete two division problems and then some addition. That way the student can feel successful and also try the new tasks. The ratio can gradually be increased as the student becomes successful.
Remember to try not to label the student. Labeling is disabling. Instead of saying “You are messy, clean up your area.” Say “The area is messy and needs to be cleaned up.”
If it is necessary to correct the student it is best to use the four step model designed by Haim Ginott:
- Recognize and acknowledge the child’s wish.
- State the limit calmly and clearly.
- Point out ways that his wish may be partially fulfilled.
- Help the child express the resentment that arises when limits are imposed.
Tips for the Mainstream Teacher
Some students with learning disabilities have a habit of drawing and/or doodling on their desks if the teacher is talking. While this might be annoying to the teacher, in many cases it provides a way for a student with learning problems to focus. A good idea is to cover the desk with butcher paper to provide a place for them to doodle.
Learning disabled children seem to respond most favorably to an educational environment that is predictable, orderly and structured. The mainstream teacher should keep a “bag of tricks” to help run a smooth predictable class. One of these tricks is to post rules and state them positively. State what the students should do instead of what they shouldn’t do.
Homework for learning disabled students should follow the three R’s:
- Review: All homework assignments should be a review of material previously covered. Don’t introduce new concepts for homework.
- Relevance: assignments should be directly related to the work in class.
- Realistic: it should be understood that it takes an LD child sometimes three times as long to complete an assignment at home as compared to in the structured classroom.
If the student is having difficulty keeping up with textbooks, have a second set in the classroom to use. It is also important to encourage cooperation (as opposed to competition) in the mainstream classroom. This will foster and encourage the positive traits of sharing and caring. Some ways to insure cooperation in the classroom are:
- Emphasize cooperation by having kids study and compete in groups.
- Have games where score is not kept at all.
- Assign peer tutors and/or game partners
Use technology. Tape recorders can provide directions and instructions for the student who has difficulty following. Books on tape are another great item to incorporate. Because copying from the chalkboard is often difficult Xerox the notes and provide them to the student as the lecture is ongoing.
To find out what children feel is a strength, ask them to make a list of things they do well and discuss it with them. Most importantly, remember that talking with (or talking to) students with learning disabilities is not equivalent to communication. Just because the student hears what the teacher says does not mean the student understands. It may be beneficial to have the student repeat what was said or to write it down.
Using strategies and techniques to provide a structured and organized classroom a teacher can provide the best opportunity for success for not only the students with learning issues but for all students.
Sources:
Archer, A. and Gleason, M. Skills for school success. North Billerica, MA: Curriculum Associates,1992.
Huggins, P. Helping kids Find their strengths. Longmont, Co: Sopris West,1994.
Brenda Gargus - Brenda Gargus has a Masters' degree in Psychology and an undergraduate degree in Education. She has taught for 29 years in a variety of ...
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