Instructional Grouping for Reading for Students with LD As general education classrooms become more heterogeneous, due in part to the integration of students with LD, special and general education teachers need to use a variety of instructional techniques to meet the individual needs of their students.
For those students with disabilities, the classroom setting may present certain challenges that need accommodation and consideration. Terminology Types of Disabilities Access to Resources Confidentiality and Disclosure Inclusive Design Learn More References Terminology In order to create an inclusive classroom where all students are respected, it is important to use language that prioritizes the student over his or her disability.
Disability labels can be stigmatizing and perpetuate false stereotypes where students who are disabled are not as capable as their peers. In general, it is appropriate to reference the disability only when it is pertinent to the situation.
For more information on terminology, see the guide provided by the National Center on Disability and Journalism: Types of disabilities may include: For instance, you may not know that a student has epilepsy or a chronic pain disorder unless she chooses to disclose or an incident arises.
For example, if you ask the students to rearrange the desks, a student may not help because he has a torn ligament or a relapsing and remitting condition like Multiple Sclerosis.
Or, a student may ask to record lectures because she has dyslexia and it takes longer to transcribe the lectures. Access to Resources When students enter the university setting, they are responsible for requesting accommodations through the appropriate office.
This may be the first time the student will have had to advocate for himself.
For first year students, this may be a different process than what they experienced in high school with an Individualized Education Program IEP or Section plan.
Department of Education has a pamphlet discussing rights and responsibilities for students entering postsecondary education: As part of the required paperwork, the student must present documentation from an appropriate medical professional indicating the diagnosis of the current disability and, among other things, the types of accommodations requested.
All medical information provided is kept confidential.
Only the approved accommodation arrangements are discussed with faculty and administrators on an as-needed basis. It is important to note that this process takes time and certain accommodations, like an interpreter, must be made within a certain time period.
However, students with disabilities may feel nervous to disclose sensitive medical information to an instructor. Often, students must combat negative stereotypes about their disabilities held by others and even themselves.
Similarly students with physical disabilities face damaging and incorrect stereotypes, such as that those who use a wheelchair must also have a mental disability. Your attitudes and values not only influence the attitudes and values of your students, but they can affect the way you teach, particularly your assumptions about students…which can lead to unequal learning outcomes for those in your classes.
Strategies A statement in your syllabus inviting students with disabilities to meet with you privately is a good step in starting a conversation with those students who need accommodations and feel comfortable approaching you about their needs.
Here are two sample statements: The Department of Spanish and Portuguese is committed to making educational opportunities available to all students. In order for its faculty members to properly address the needs of students who have disabilities, it is necessary that those students approach their instructors as soon as the semester starts, preferably on the first day of class.
They should bring an official letter from the Opportunity Development Center explaining their specific needs so that their instructors are aware of them early on and can make the appropriate arrangements.
If you have a learning or physical disability, or if you learn best utilizing a particular method, please discuss with me how I can best accommodate your learning needs.
I am committed to creating an effective learning environment for all learning styles. However, I can only do this successfully if you discuss your needs with me in advance of the quizzes, papers, and notebooks.The Praxis ® tests measure the academic skills and subject-specific content knowledge needed for teaching.
The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations. The SAT (/ ˌ ɛ s ˌ eɪ ˈ t iː / ess-ay-TEE) is a standardized test widely used for college admissions in the United attheheels.comuced in , its name and scoring have changed several times; originally called the Scholastic Aptitude Test, it was later called the Scholastic Assessment Test, then the SAT I: Reasoning Test, then the SAT Reasoning Test, and now, simply the SAT.
Turnitin provides instructors with the tools to prevent plagiarism, engage students in the writing process, and provide personalized feedback. Language disorders, also referred to as aphasia or dysphasia are described as problems of students who are having troubles understanding and using spoken or written language.
Language disorders represent the most common type of learning disabilities. LD OnLine is the leading website on learning disabilities, learning disorders and differences.
Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD / ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and .
Let's Find Language More Inclusive Than the Phrase "Mentally Ill"! by David Oaks, Director, MindFreedom International. I simply ask in this essay.