Classroom Tips
1. When a learning disability is suspected, refer for testing.
2. In the Classroom
- Tolerance - toward paper work. Consider content over looks.
- Structured schedule or routine. Students with learning disabilities cannot cope with upsets or irregularities. Have set routines and procedures.
- Directions – Keep them simple and explicit. Before you give instructions, get the students’ attention. Have students give instructions back to you in unison.
- When dictating, giving instructions, etc. establish the habit of not repeating or let students know how many times you will repeat and be consistent.
- Call on students often by name, but do not make them feel singled out.
- To get attention, talk loudly, circulate around the room, snap fingers, slam book on desk, etc.
- Allow students to stand for brief periods of time.
- Allow students to slide finger underneath a line of print.
- Insist upon cursive writing, not printing.
3. Tests
- Teach how to take. (Read, do those questions known, then go back to unknown)
- Untimed when possible.
- Give oral tests. Have an aide, honor student or volunteer read the exam to the student and write down his/her answers.
- Have student tape record his/her answers to the test.
- Mark essential information to be answered first. Grade on quality of work, not quantity.
- Consider spelling errors as spelling errors, NOT subject errors.
4. Allow students to tape record class sessions.
5. Tapes of textbooks can be obtained from the Institute for the Blind.
6. Give lots of legitimate praise.
7. Because dyslexia and other learning disabilities are handicapping conditions, special college scholarships may be available.
8. For students who tend to be hyperactive, encourage physical activities such as jogging, tennis, etc.
9. Do not let the student use his handicap as a “crutch” or as an excuse for not trying. Help him/her develop the philosophy that even though he/she is smart he/she will have to work harder than the child who does not have this problem.
Children With Dyslexia Often:
1. Needs brief and specific directions with short-term, easily attained goals.
2. Cannot make choices easily-should be directed often.
3. Finds it difficult to work with other children. He may want to participate, but gets into difficulty easily. If he is joining a group, give him specific directions beforehand.
4. Is usually bright, may understand but not respond reasonably well, so let him sit in reading groups and follow along by listening. Give answers only.
5. Is confused by too many symbols-suggest simplified work sheets, particularly in math.
6. Has difficulty shutting out noise and movement. Find him a quiet corner to work in for some periods of the day.
7. Is interested and willing to work with a tape recorder and headset if the tape is clear in its directions and work.
8. Is physically immature in hand, eye and body coordination. Emphasis on games and activities leading to better coordination should be encouraged.
9. Is subtly rejected by his peers. Make an effort for him to belong.
10. Prefers to work at some tasks alone. This should not be ignored but encouraged where he finds it difficult to work with others.
11. Has a very short attention span. Needs to be checked on constantly.
12. Needs directions repeated quietly to him again after they have been given to class. Have him repeat and explain directions to you.
13. Gets very upset. When this occurs it takes him a long time to get in the groove. Give him freedom to move before he explodes.
14. Can not read test questions or write the answers. Make arrangements to give him crucial tests orally. Does much better on multiple choice questions.
15. Cannot work under time pressure. Allow him time to work at his own pace. He will fall apart under pressure.