4/11/2023
Topic:
Students with Disabilities
Phil McWhirt
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I have a student with ADD who has a hard time focusing her attention for any reasonable amount of time...the typical time in which to present a new concept. At times this can become distracting to the others in class which inflates the problem of learning the concept being introduced. Since students with challenges like this are fully integrated into the classroom, the instruction technique needs to be tweaked to reach her as well as the rest of the class. The obvious first steps are taken in locating her away from distractions and close to me the instructor. Sometimes that proximity can help just enough to get through the lesson, but many times it doesn't. Though it may initially take some extra time, I find that it's beneficial to instruct and model "helping techniques" to the class that emphasis a tutoring concept with the emphasis resting on small group peer interaction and critique skills. If I can get students to model mature effective critiquing skills, I can avoid the perpetual mile long "...is this good?" line that forms behind me. I use cooperative learning and small peer group interactions to help each student receive that positive feeling of accomplishment and worth. I find it is also good to switch these groups up at different intervals to avoid any codependency issues that could possibly arise. Naturally, nothing is perfect, but I'm finding that breaking down my instruction and giving some ownership to the students can really make a challenging environment much more rewarding. Flashcard tasks at different levels can help a lot. Using easier levels whole class can help "those that can" involve "those that can't". Apps like Quizlet can also be fun and rewarding, especially if you use them in a small group setting. If I start to get a little stressed, I remind myself that sometimes these moments are really gold nuggets in disguise in the fact that we, as good effective teachers, are serving others in need. |