10 Strategies Which Can Be Exercised To Enable Students Cope With Learning Disabilities

Disabled or children with special needs require the attention of a different nature. You can jumble them with a class of 60 hoping that they would catch up to the curriculum. Their learning is hampered due to the neurological condition that inhibits them from absorbing, retaining and processing information.

10 Strategies Which Can Be Exercised To Enable Students Cope With Learning Disabilities

A further breakup reveals that a student with a disability lacks in following areas:

  • Visual processing
  • Spoken and written language skills
  • Executive functioning (planning)
  • Auditory processing
  • Abstract reasoning
  • Information processing speed
  • Mathematical skills
  • Memory (long term, short term, visual, auditory)
  • Motor skills
  • Reading skills

So this condition is not something that you can grow past but it is a disorder of a permanent nature. In general, students with average and above average intelligence can experience blockades while processing incoming/outgoing information.  Also, learning disability is of varying kind, meaning, it may be a particular subject, for instance, math where a student may feel overwhelmed with the information being presented or it could be across the board i.e. all subjects.

For some students, the problem may persist all through their academic years; from high school, college to grad school. Just to clear the air, these students are not mentally retarded, they have special needs which if catered for they can cope with their studies.

So on to our topic that how we can develop strategies to impart them education so that is suited to their condition. Few measures that are normally undertaken are taped lectures, adaptive technology, exam modifications, and so on so forth. To ensure that these methodologies are effectively executed:

  1. Make sure that instructors are keeping the lectures as brief as possible. The brief nature of the content will un-complicate things for such minds. Naturally, the students will be quick to grasp (according to their pace) concepts which will enable them to understand better.
  2. Tape-recording, although an old practice, still relevant. The provisions could be made for such students to tape-record lectures so once they go back and if they have any problem in the lecture they can always refer back to it by playing the recording.
  3. Communication is the key irrespective of whether or not the case is of students with disabilities. If too much noise or barriers are found in the communication channel the greatest of the organizations can come crashing down due to miscommunication and all strategies will go down the drain. Thus, such students should be conveyed pre-requisites of the course, exam dates, assignment dates and the likes thereof so there remain no room for confusion in their minds. And even if it comes to some changes in the declared schedule, notify them in advance.
  4. Handouts is a great way to help these students memorize the contents covered in the lecture. Any diagrams or illustrations therein will serve as visual aids for the disabled lot.
  5. If the instructor is explaining or elaborating a certain concept, he should devise more than one way of imparting that knowledge so that it registers in their minds. It will be a form of emphasis that these concepts may be important from exam’s point of view.
  6. Instructors are advised to prepare the syllabus three or five prior to the actual commencement of the session so that textbooks in the meantime can be purchased and made available for taping.
  7. The best way is to break information into small chunks, especially when a particular lesson deals with too many concepts.
  8. Instructors should allow students to digest imparted lessons and keep ample time on their hands during which if any clarification or reviewing of any key concepts is sought can be provided.
  9. When the time for examination is close, study guides or review sheets should be provided so that they can comfortably appear for exams.
  10. Provide for them the means to spell check and check for grammar via tech-driven tools.

Therefore, above means can be used to facilitate students with learning disabilities.

Author Bio: Monica Tessa is a lecturer at a reputable institution. He has been associated with developing certain programs for the students with special needs and maintains a blog where she writes to educate her readers. You can contact him to get Coursework Help or by following him on social media.