Teaching strategies for mainstream teachers with LD students

Click here for the full report, SPELD NSW Literacy Skills for Students with Specific Learning Difficulties Note, students with a specific learning difficulty are referred here as SLD students not SpLD as in the UK. (Link updated 13/5/05)

Talking and Listening

ask questions one at a time
suit grammar structure and vocabulary to student needs
practise figurative language
encourage critical and evaluative thinking - what if, yes but, if - then, either - or prediction, contrast, function, cause and effect, conclusions
always acknowledge every response and use it as the basis for the next question
encourage exploratory talk and thinking aloud to guide reasoning

Reading

don't make students read aloud to the class unless they volunteer and/or have had time to prepare and practise the text
make sure handouts are easy to read with clear, well spaced printing
use larger print and font such as Times New Roman,
don't overload the page
highlight key words -colour code like words, parts of speech,categories
use appropriate coloured paper for handouts for SLD students as they may experience difficulty with glare
describe verbally what is written or drawn on the board or on the handouts provide taped books for supported individual reading
allow use of electronic aids as appropriate

Writing / Note-taking

allow use of electronic dictionary, calculator in class
allow the use of a lap top computer in class
encourage experimentation with different types and shapes of writing tools if there is a problem with handwriting
allow additional time for completion of written tasks - leave notes on board for as long as possible
don't expect students to copy down large chunks of notes from the board or overhead - provide copies of teaching notes and overheads
if copying is necessary off board, write alternative lines in different colour so easier to find place
students may not be able to listen and take notes at the same time . give them written summaries of the lesson or use a buddy system to share notes
don't make an SLD student rewrite work
students with SLD will need direct instruction in learning how to write sentences and paragraphs
hand out a glossary of all technical/jargon words at the beginning of each section of work so there is time to become familiar with the look and sound of new words
start the student off with a personalised dictionary . use an index book with cut out alphabet down the side; they can write in any word they feel they might need

Teaching Practices

start the lesson with a preview of what you intend to cover. Put it in writing in the corner of the board and tick off as you go along
give clear objectives for the lesson. Ensure that students know the purpose of the lesson
break down information into smaller chunks
use words such as .now, .then., .next. to help students organise thinking
take every opportunity to extend vocabulary. Link to prior knowledge
encourage student use of visual and AV resources when giving a presentation . charts, pictures, overhead projector, white board, tape recorder, video, 3d models
allow the oral learner to do oral presentations for a group or class to explain what has been learned
allow the kinaesthetic learner to demonstrate the activity to others, include excursions in the class program
explain complex ideas clearly and simply and in different ways. Repeat and summarise information.
allow time for students to process information and questions before asking for a response
it may be necessary to put instructions in writing as well as saying them
be very positive, give praise for realistic, actual achievements.
to build confidence, students must explicitly understand why they are being praised

Learning Skills

teach the student to confirm information by paraphrasing. "So
you said.. ."
teach student to find main ideas and supporting details, decide
what is fiction, fact and opinion, make comparisons
explicitly teach use of reference materials
write the daily routine where it is easy to see
give out homework before the end of the lesson so the SLD student has time to take it in and to write it down
give plenty of time for homework rather than next day deadlines
organise groups of students to work as cooperative learning groups helping each other with assignments etc. Group together students with different skills.
encourage the use of diaries and timetables - teach organisational skills . have the student write in their own home - book things that need to be remembered. The teacher will need to check this daily in the beginning and occasionally after that.
encourage students to reflect and discuss what has helped them to succeed when they do well. Discuss how they can use these
strengths elsewhere

Demonstration of knowledge and learning

encourage use of a computer for presentation of homework tasks and make sure the student knows how to use all facilities that will assist them in presenting good work
mark for content, not spelling or grammar
encourage use of various AV equipment to present work eg audio tape, white board and/or video prepared when not stressed by facing the class

Behaviour

encourage risk taking in the classroom . SLD students often lose the confidence to try something new or to put themselves on show in front of others - teach the student positive self talk. eg .I can do this..
teach them breath control to relieve stress and anxiety
always reward partial success to help shape the whole . "This part is .."
look for spontaneous good behaviour and praise
ensure SLD students understand exactly what is expected of them . SLD students respond to regular routines, especially if they have had a part in the planning
help students define what is the problem, how did it happen, plan a solution and then stick to the plan . role playing is a good way to work through situations and learn through experience
Physical Environment
sit the SLD student at the front of the class so you can observe if they have understood instructions and also to minimise distractions
where possible minimise noise and visual distractions inside and outside the classroom
provide good lighting, don.t allow lights to flicker. If the classroom has fluorescent lighting try to sit the SLD learner near some natural
light
provide fidgets with materials to manipulate . choose something that is not going to be a distraction to others eg pen and paper for doodling. Depriving those who require the physical sensory stimulation of manipulating objects just makes them search for something else
clearly mark resources in the classroom, keep things neatly arranged; make sure the SLD kids are taught to replace things where they found them so good tidy habits are formed.
allow students who need to, move around. Choose them to hand out books, clean the board, go and get a drink.