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General techniques that Neumann instructors use to work with students
with learning disabilities
Help set realistic goals.
Set short term goals so the student can experience immediate successes.
Talk with students about what techniques work best for them.
Introducing instruction: Before students can begin assignments,
they have to understand the instructions. Our instructors use the following
techniques to introduce lessons effectively.
Make announcements in both oral and written forms, especially changes
in the schedule, directions, assignments, or exams.
Have models or samples of assignments available for review.
Show by example.
Make directions specific, concrete, and understandable.
Introduce the purpose of the lesson and explain what will be done
and so on.
Review major points of previous sessions. Preview main points to be
Outline both in several ways: written on the board, presented orally, and outlined
in a handout.
Make clear transitions from one task to another.
Effective teaching techniques: Our instructors use the following
methods to promote effective learning
Make eye contact frequently; this helps in maintaining attention and
Relate new concepts to practical applications.
Build on what the student already knows, making learning developmental,
Probe "incorrect" responses to discover thought processes.
Teach students to correct their own mistakes.
Do not assume that the student knows something until you ask or teach
Establish a routine; this promotes organization and consistency.
Use multi sensory strategies to present materials: many students must
say, hear, and touch before they can develop full mental images that stick and
Provide short term tasks with short breaks between tasks; work quotas
should be adjusted to fit the work speed of each student.
Vary your lessons, re teaching and reviewing in varieties of ways.
Respect different learning styles.
Use formulas or mnemonics to assist the memory.
Provide the student opportunities to repeat verbally what has been
taught as a
check for accuracy.
Share your experiences and problems with other teachers to get new ideas.
Fostering self esteem: The better students feel about their learning experience, the harder they try. Our instructors foster a positive environment to build self esteem in students and encourage them to persevere.
Do not embarrass, insinuate laziness or incompetence, or discourage
an individual publicly or privately.
Communicate to students that you value them through smiling, listening,
and eye contact.
Incorporate a sense of humor into the learning process.
Be patient in class discussion; allow students time to think before
speaking; don't interrupt or finish their sentences for them.
Praise the student's accomplishments, help them identify and use their strengths, and reinforce their effort and progress
Below are some accommodations that our intructors use to address
Abstract Reasoning (Inability to relate concepts to examples
and to see patterns
in various experiences)
list of procedures
relate new information to previous information
provide examples from common experience
provide outline or class notes before class or on blackboard
use of a tape recorder
use of a note-taker
Auditory processing (In which distractions prevent coherent
face students when talking
provide models that illustrate ideas and directions
encourage students to repeat your questions before answering
allow extended, quiet test periods
allow computers, dictionary, open book or notes for tests
Dysgraphia (Problems with writing words and symbols)
allow computers, dictionary for tests
allow papers to be written outside of class
allow or provide a proofreader
provide an alternative test format
provide a scribe for notes and/or tests
Dyslexia (Problems reading and interpreting written words
do not force the student to read aloud in class
use multiple media teaching approaches
allow the student to use tapes, books on tape
provide copies of lecture notes
provide extended test time
allow computers, scribes, readers, proofreaders
Retrieval and Sequential Reasoning (Problems with long
term memory, organization, planning)
provide detailed easy-to-read syllabus
advance notice of due dates
begin class with review of previous material and an overview of the
end class with a summary and a brief introduction to the next class
emphasize or enumerate key concepts, procedures, etc.
allow students to clarify test questions before starting
use a consistent, clear format for papers and assignments
breakdown lessons and assignments into shorter segments
Disabilities Services Coordinator: Vince Riley
Office: Ford Academic Resource Center (on the ground floor, beneath the Library in the Bachmann Main Building)