6 Strategies For The Teachers To Help Learners With Learning Disabilities

The teachers are the shining beacons of hope for the students, sharing newer information and knowledge to enlighten them for the future. However, there are certain students who don’t have the same capability to understand the lessons that are taught to them and might take more time than usual to get to the core of the subject matter. These learners require more care than the others and the teacher who is in charge of their education, need to follow or formulate certain strategies which can help these students with learning disabilities.

In the following lines, we will have a look at 6 such strategies which can be effective for the teachers while handling the kids with learning disabilities. These lessons need to be taught on a regular basis so that the learners, who would become teachers in the future, can inculcate them during the completion of teacher training certification courses.

1. Patience

It is very important for the educator to have patience while they are teaching the students, especially kids, with learning disabilities. These students need more time to understand the crux of the subject matter which is taught to them, which means that the teacher needs to have patience. This patience or in other word, the wait time, helps the educator to ensure that he can handle the students with slow processing speed or ADHD (Attention Deficit Hyperactivity Disorder).

The “Wait time” is generally a three-to-seven second pause time after the teacher asks a particular question to the whole class. However, in this case, the teacher does not force the students to give the answer but gives them time so as to understand the question and wait for a particular learner to put his/her hand up and answer the question properly.

2. Multisensory Instruction

This type of education involves more than one sense to be used by the educator to teach the student a particular course curriculum. Generally the teacher teaches the subject matter via one sense at a time but in case of multisensory instruction, he/she uses more than one sense, such as touch, movement, sight or hearing at the same time for delivering the course content to the students with learning disabilities. This methodology of training has been found to be very effective, especially in case of the kids affected by dyslexia, dyscalculia, dysgraphia and ADHD.

3. Modelling

In this case, the teacher follows and helps the students follow a particular model, which is referred to as the “I do, You do, We do” model. The teacher looks to solve a particular problem on his/her own in front of the students so as to help them understand how things work out and then comes the “You do” part. Here, the educator does not take any part in the problem solving process or help the students in the whole procedure. The student tries on their own to solve the problems and then comes the “We do” procedure. The educator and the students are supposed to work in tandem and find a feasible solution for the problem that has been assigned to them.

This methodology benefits the teachers to understand and educate all the learners with learning and attention issues. It can be widely used in a number of cases but the most feasible utilisation is in the field of maths, where the students might find it very difficult to calculate or solve the number related problems.

4. Graphic Organizers

The students with learning disabilities might also get benefits from graphic organizers. They are visual tools which can be utilised by the educator in order to help the kids who are dyslexic or are suffering from dysgraphia and weak executive skills. The graphic organizers that the teachers use to get the students acquainted with the course content are Venn diagrams and flow charts. These are widely used tools and have been found quite effective in educating the slow learners.

5. One-on-One/Group Discussions

There are certain lessons that can be followed by the whole group of students present in the class while there are some which need to be taught to the students individually or in smaller groups. The educator needs to understand the right way to deal with the different types of students, especially those with learning disabilities. This is where strategies like one-on-one discussions or group discussions can come into use.

The students having problems of understanding things slower than the others can be taught well through the one-on-one discussions. The teacher needs to have a caring nature as well as patience in order to understand and deliver the course content to these learners in an effective way. In case of group discussions, the teacher assembles the students with learning disabilities in a group and helps them discuss about a particular topic among each other. This type of discussions leads to better understanding of the course content and also helps in the completion of the course curriculum within the stipulated timeframe.

6. Universal Design for Learning (UDL)

This strategy of teaching helps the students to get access to the study materials required for the smooth completion of the course curriculum. It also enables the students with problems of proper understanding or dyslexia and ADHD to indulge in the study of the course content with proper guidance from the teacher. A number of students with learning and attention issues have found it very effective in helping them to complete the course curriculum.

The aforementioned strategies can be very helpful in educating the students with learning disabilities. Any teacher, who is looking to indulge in the teacher training certification courses, should have an understanding of these teaching strategies. This will not only help him/her to build a career in the sphere of teaching and training but also provide the right guidance to the learners with attention issues, ADHD or dyslexia. These strategies also help the future teachers to understand the importance of having patience and showing care towards the students and thus create a bonding between the two so that they can work in complete co-ordination towards the completion of the course curriculum.

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