Accessible education refers to the process of designing a course with the aim of establishing a teaching style that meets the needs of those belonging to a variety of backgrounds, learning styles, and abilities. Just as a single teaching method does not exist, learning styles also vary among individuals. As part of learning disabilities courses for teacher, people get to learn various instructional methods to meet the increasing needs of the learners.
Continuing research shows that students with learning disabilities can be taught to “learn how to learn.” There is the opportunity wherein they are put into a position where they can stand up to the competition and hold their own.
Here is a look at some of the intervention practices often taught in learning disabilities courses online that help in generating the desired outcomes, possibly even more:
Direct instruction
Learning strategy instruction
Use of a sequential, simultaneous, structured multi-sensory approach
By applying these kinds of interventions, teachers are able to make learning easier and more effective for their students in the following ways:
Breaking down the learning into small steps
Administering probes
Supplying quality feedback on a regular basis
Use of diagrams, pictures, and graphics for augmenting what is being said in words
Providing ample well-designed and independent practice with a great degree of intensity
Modelling instructional practices that they expect the students to follow properly
Providing prompts on the strategies that can be used
Engaging students in process type questions such as “How is the strategy working? Where else might it be applied?” etc.
Scaffolding represents another method that has often been found to make a considerable amount of difference in the real world. It starts out with a set of heavily mediated instructions by the teacher which is referred to as explicit instruction which then slowly begins to let the students acquire the desired level of skills while moving towards the goals that are the highlight of student mediated instruction.
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Success in teaching a student with learning disabilities requires that considerable amount of focus be given on individual progress, individual achievement, and individual learning. This is only possible when specific, directed, intensive, and individualized remedial instructions are provided to the students who are facing considerable amount of struggle.
Some tips on teaching students with learning disabilities
In the classroom or laboratory
Avoid drawing any kind of assumption regarding the capabilities or disabilities of an individual. There are many individuals with disabilities who voice their frustration with people in the assumption of what they may or may not be able to do. While persons with disabilities might have specific needs, no two individuals are same in this regard.
Prior to the start of the course
Make an early choice of your course materials. This way, you will be able to give yourself sufficient time for converting the documents into alternative formats or to allow the students to request a format that they prefer
If possible, provide accessible electronic versions of course readings. This way the students can convert reading into their preferred format, whether through the use of a screen reader, an enlarger or some other means of technology. Be as precise as possible as far as the use of pages and texts is concerned
If possible, provide advanced course notes, PowerPoint presentations, copies of overhead slides or other materials
Suggestions for one-on-one interactions with students having learning disabilities
Patience, respect, and the willingness to find a means of communication
Speaking normally, directly, and clearly to the person in front of you
For some people with learning disabilities, it could take longer to understand and respond so patience is very important
Listening carefully and working with the individual for providing information in a manner that is best suited to his or her needs
Conclusion
Irrespective of whether a student is learning in a special classroom or in a general education classroom, the activities should be focused on assessing the individual students so that their progress can be monitored through the curriculum. Concerns for the individual needs to take precedence over all else for the most effective results.