In high education, we are receiving even more students with several learning difficulties. Some of them have dyslexia or dyscalculia, and their diagnostics were too late. Moreover, many of us (teachers) are not formed or prepared to deal with this. Thus, how can we help our students to learn more and better? Which strategies and techniques can we adopt?
In higher education the goal for instructors is to make content accessible and ensure assessment of knowledge is equitable for students with learning disabilities. There are two ways to do this: using assistive technology (e.g. text-to-speech, speech-to-text, typically included in existing software in most operating systems) and universal design for learning (UDL; multiple means of conveying information and assessing knowledge). Here is a good resource for UDL:
http://www.cast.org/our-work/about-udl.html#.XEHi4i3Mzdc
HI,
A combination of Precision teaching and Direct instruction has been seen to be among the most effective strtegy to build fluency (accurcy + fastness) at every age. Here’s a couple of references:
Binder, C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Professional Papers in special education, 2-20.
Binder, C., & Watkins, C. L. (1990). Precision teaching and direct instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96.
The ability of students with dyslexia can be improved by continuous training and practice
Good afternoon, to improve or develop the performance of the students with Learning Disabilities is a Neuropsychologist matter; to improve or develop their performance means to rehab the intelligence components as, for example, Working Memory and Attention (Executive Functions).
Many studies show there are different brain area dedicated to reading, math and writing abilities...this is, unfortunately, more than "training and practice", because we are talking about genetics.
Teachers may work in combination with the Clinical Expert of Learning Disabilities.
It's true that many times many diagnoses are made late, but it is also true that every year the scientific instruments are more powerful and refined, as it is also true that many boys and girls are cognitive strategies working until the demand for the environment become too "complex"...and maybe many years before everything was going good with their Learning Abilities.
Teachers should apply dispensative and compensatory measures to put each student in the best position to learn "to learn".
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