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| Thursday, 4 November 2004 |
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Overcoming Learning Difficulties by Shalini Wickremasooriya Speech & Language Specialist, Dr. Peter Bachmann Foundation Learning Disability (LD) is a term that describes specific kinds of learning differences. The differences can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning and doing math. There often appears to be a gap between the individual's potential and actual achievement. This is why LD is referred to as "hidden disabilities"; the person looks perfectly "normal" and seems to be a very bright and intelligent yet may be unable to demonstrate and skill level expected from someone of a similar age. Another common characteristic among people with learning disabilities is uneven areas of ability, "a weakness within a sea of strengths." For instance, child who struggles with reading, writing and spelling may be very capable in math and science. Learning disabilities vary from person to person. Researchers think that learning disabilities are caused by differences in how a person's brain works and how it processes information. These differences could occur during the prenatal, perinatal and post natal stages of a child's development. Learning disabilities are for life and won't go away; they don't have to stop a person from learning or achieving goals. Children with LD can be high achievers and can be taught ways to get around the learning disability. With the right help, children with LD can and do learn successfully. But too often as they struggle every day to acquire and present information needed in school and fall behind academically these children are considered "dump" and "lazy". Labels are attached by peers and adults alike and these children are made to feel different. They become isolated and feel that others think there is something really wrong. Such children also struggle with feelings of self-worth, or self-esteem. Children know when they are not as successful as others. Often their parents share this message as they compare siblings. Teachers or others who work with them often even reinforce this idea by letting the child see in facial expression or other mannerisms that they expect less of a child with a "disability." Some become reluctant to be involved in group activities and opt out by claiming disinterest in order to avoid being ridiculed. Others often externalise their feelings by getting into conflicts or fights. For them the "bad kid" label is better than letting others know how hard they are struggling with basic academic skills. For many children with LD, then, the most rewarding part of the week may be the time they spend away from school involved in extra curricular activities such as scouting, sports, or clubs where they can enjoy activities that do not result in 'grades'/'marks'. George Bernard Shaw who was also diagnosed with ADD (Attention Deficit Disorder), a Learning Disability, too experienced what kids with LD do today. This made him state, that all his life was an education except the time spent in school! Large student loads, limited time periods, and curricula mandates make it challenging to adjust instruction for the unique needs of today's diverse learners. To survive, some teachers teach in a way that's easier for the teacher and the majority of the students. If teachers know only one model of instruction or one way to teach something, they're setting their students and themselves up for failure. Teachers have to be multi-talented, highly trained thinkers, not just postmen delivering someone else's mail (i.e. school-mandated curriculum) and documenting those students who can't make use of it. Differentiating instruction It's much easier to differentiate instruction if teachers know their students, the curriculum, and cognitive theory and differentiated instruction practices. All four must be in place if they are to teach effectively. If one of these is not a teacher's strength, then it is an area that requires professional growth. Remember that educating oneself is a journey, not a "destination." No teacher can sit back and say "I know it all" or "I've seen it all". Every student is unique. No matter what the difference, all students must be treated as individuals. People differ from each other in many ways including the ways they learn. Avoid labels and focus on helpful interventions. Remember that just as every teacher has a teaching style learners too have their learning styles. It is the way the brain receives and processes what it needs to learn. Students who generally succeed in the classrooms are those who possess the learning style that matches the teaching style; this is usually directed as Analytical Thinkers. The Visual and Global thinkers struggle the most because their learning style does not match the teaching style of the classroom. There is no right way to learn. The only way for each student to learn is the one that works! To make new learning happen we must connect it to a pattern the brain already knows and recognises. When we do this the brain perceives the new learning in a language it can easily understand. Therefore it is the duty of the teacher - the learned person - to match his/her teaching style to the learning styles of every student who seeks to be taught; not the other way round. Committed teachers who are interested in all pupils can effectively differentiate instruction by being experts in the multiple facets of their jobs. One such teacher who decided to make changes within her classroom had this to say: "Today I am a different person and so are my pupils. Our presentations in group assemblies have caused everyone to be curious as to what is happening in our classroom. It is amazing to see the changes in those kids who were totally disinterested and considered lazy and backward. Those words are no longer in my vocabulary as I constantly try to look at my teaching styles and adjust it to suit my students." That is why it is important that Teachers should educate themselves before they educate others. |
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