Life Success
For Students With Learning Disabilities:
A Teacher Guide
Use Multiple Formats
Although research in learning disabilities has not supported the notion that each child has a distinct and discrete “learning style” (e.g., “visual learner”), we do know that each child has his or her own strengths, weaknesses, interests, and preferences for learning.
Some children with reading difficulties may benefit from listening to information (e.g., book on tape) or watching a movie. Children with writing problems may be able to express themselves more effectively through speaking, drawing, constructing, or dancing. In fact, multimodal instruction techniques (using sound, sight, touch, movement) have been found to be effective for students with learning disabilities.
Additionally, using technology (e.g., computers) to present information to students with learning disabilities has been found to be an effective instructional strategy. Multimedia/technologies may include the use of film, video, computer software, television, and the Internet.
Evidence also suggests that children with learning disabilities can benefit from group activities. Some studies have shown small-group instruction to be one of the most effective strategies for students with learning disabilities, more so than one-to-one instruction. Similarly, there is evidence that cooperative learning groups –small groups of children of different ability levels - are an effective way to develop self-concept and social relationships in students with learning disabilities.
By utilizing some of these formats when presenting the success attributes in the classroom, teachers enhance the likelihood that students will develop these attributes.
Next: Teach Across the Curriculum
|
