ENABLING THE LEARNING DISABLED

Sally Smith

Sally Smith is the founder and director of The Lab School in Washington, D.C. She is also professor and head of the American University's masters degree program in special education: learning disabilities, and is the author of six books.

 

Chances are you'll have at least one learning disabled (LD) student in your classroom this year. And if you teach in a district that's already moved toward inclusion (see sidebar "Inclu­sion"), that number could be higher. Teaching children with learning disabilities brings with it special joys, and special challenges. To help you manage, instructor went to Sally Smith, founder and director of the Lab School in Washington, D.C., and professor and head of special educa­tion at the American University— and asked her to address some of your biggest concerns. Her advice follows.

What does the term learning dis­abled really mean?

Learning disabilities encompass a broad range of neurological prob­lems that are quite distinct from either retardation or emotional dis­turbances. The LD child is likely to have difficulty with reading, writ­ing, spelling, and math. More subtle - and harder to pinpoint—are dif­ficulties the child will have in attend­ing; concentrating; remembering; organizing; sequencing; coordinat­ing; and distinguishing right from left, letters, and numbers. The ability to make these distinctions is essen­tial in learning the rudiments of reading, writing, and mathematics. If not addressed, a child's academic, emotional, and social development is adversely affected.

What instructional strategies work best with LD students?

LD students need opportunities to apply what they're learning. Ask them to reenact events, draw pic­tures, collect magazine photos to il­lustrate topics, construct models, and so on. Follow up with discus­sions that encourage students to ver­balize what they've learned.

Also, whenever possible, show photos that will help students com­prehend a topic. All children will enjoy the pictures, but for the LD child—who tends to have disabilities with language and tends to learn visually—pictures can mean the dif­ference between not understanding and understanding a subject.

My LD students have trouble grasp­ing abstract concepts. What can I do?

Turn an abstract idea into something concrete by having kids illustrate the concept using their bodies, objects, and pictures. For example, to intro­duce the concept of our govern­ment's balance of power, you might begin with balancing exercises—have students use weights to even out a pair of scales. Then you could divide students into threes—to represent the judicial, executive, and legisla­tive branches—and have them clasp hands and gently tug on one an­other's arms to illustrate the system's give-and-take. Afterward, kids could draw a triangular chart to show the balance of power and discuss a cur­rent example of the balance in action.

Especially during the early part of the year, when I'm trying to get to know all the students in my class, I sometimes have trouble remember­ing each of my LD students' main problem areas. What do you suggest?

Create a handy profilе for each stu­dent. On separate index cards list each child's strengths, weaknesses, and interests, as well as the class­room-management methods that he or she responds to and the tech­niques that don't work. Add other information you've discovered about the student, and you'll have a quick reference tool at your fingertips.

How can I help the LD student feel successful?

Break down tasks into as many steps as necessary to ensure that the stu­dent can complete each step suc­cessfully. By starting with what a youngster can do and then building from there, you'll give the child a boost of confidence. (Hint: Be sure the student understands each step thoroughly before moving on to the next.)

When a student feels overwhelmed or depressed, how can I help?

I give the student tangible proof of his or her progress and commit to working together on trouble spots. On a sheet of paper folded down the middle, I make a column on the left-hand side called "Your Strengths" and write down such observations as: You work hard, you are a good artist, and so on. I read the list aloud to the child. Then I make a column on the right-hand side called "Needs Work" and write down skills the student needs to work on, such as spelling, subtraction, and reading. I read the list aloud. Next I tear the sheet down the middle, hand the list of strengths to the student, and say something like, "You keep the list of your strengths. I'll keep the list of what you need to work on because it's my job to take care of those things for a while until you can be­come responsible for them."

Following my oral instructions is difficult for the LD students in my class. What can I do?

First, to reinforce sound, make sure the children are looking at you when you're giving instructions. It helps to stand near them, too. Be sure you speak slowly and loudly enough to be heard and keep your directions clear, precise, and succinct. Also, break down your instructions into simple steps, give only one or two at a time, and ask students to repeat each one aloud. Consider pairing an LD child with a considerate class­mate who can check whether the student understands the instructions and can help explain them when he or she doesn't.

Because concrete reinforcement works well for the LD child, consider giving students gold stars or stickers when they follow instructions properly.

How can I approach the student who is afraid to admit he or she doesn't know something or is afraid to make mistakes?

When you don't know the answer to something yourself, set an example by saying, "I don't know, but we can find out together."

Send the signal to all students that it's okay to make mistakes and that everyone—even teachers—makes them. When kids do something wrong, tell them about mistakes you've made and talk about how you learned from them.

One of my LD students often has trouble finding her way around the school. For example, I have to show her how to find the resource room nearly every day. What can I do?

Pair the student with a classmate who does not have directional diffi­culty. Or point out landmarks be­tween your classroom and the resource room—such as the green door, the drinking fountain, and the stairs—that the child can use to help her find her way on her own. If the student is a visual learner, have her draw a map of how to get there.

Sometimes I feel angry or frustrated with my LD students. How can I overcome these feelings?

Your feelings are important diagnos­tic tools because they may reflect students' feelings. When a student is angry, his or her feelings may be contagious. If you realize you're frus­trated because the child is, you'll be better able to diffuse a situation and work patiently with a student. So it's important for you to be solidly in touch with your feelings, recognize and acknowledge them, and use them as a barometer to clue you in to what's happening with a student.

I've noticed that humor works well with my LD students. Why?

Nothing dispels tension faster than laughter, because if students can see the funny side of difficult or uncom­fortable situations, usually they can find a way out of them. Because LD children tend to feel that others are laughing at them, it's important for these students to see laughter as a relief and means of togetherness— not as a form of punishment.

Teachers who laugh at themselves in an easy accepting way are impor­tant models for children who tend to see themselves with despair or as a source of worry to others. And humor and the absurd can be an effective tool for anything from disci­plining to testing.

Is it true that LD students need ad­ditional structure?

Yes. Structure means predictability, and predictability helps make LD children feel more comfortable. Al­though it takes extra work on your part, give your LD students a list of the topics for the day. The list will help them focus and better prepare them to learn.