educational info

Educational Information

Teaching Adults with Learning Disabilities

cont.

LEARNING STYLE

1. Assess individuals' learning styles and teach to the stronger modality or style
2. Use multisensory techniques when teaching groups
3. Create opportunities for concrete and experiential learning as well as for abstract and reflective learning
4. Make abstract concepts more concrete by having students handle materials, relating new information to everyday life, and demonstrating tasks
5. Teach new concepts concretely because it is often easier for LD students to learn the theory after learning its practical applications

STUDENT MOTIVATION

1. Talk to students about what techniques work best
2. Use language experience approaches and materials from their home and work environments
3. Build on students' strengths
4. Give frequent, positive, and explicit feedback
5. Help students recognize success

LEARNING STRATEGIES

1. Teach transferable strategies such as listening, paraphrasing, SQ3R (survey, question, read, recite, review), error monitoring, note-taking methods, sentence combining, and paragraph organizing
2. Teach memory techniques such as chunking and mnemonics
3. Discuss the situations in which the strategies will be useful and discuss which strategies will be useful across situations

COMPENSATION

1. Teach techniques such as tape recording and word processing, use computer-assisted instruction, and develop aids students can carry with them (such as a list of number words they will need to write checks)
2. Encourage students to obtain note-takers, readers, tutors, and recorded texts

ORGANIZATION

1. Help students identify organizational patterns
2. Make clear transitions from one topic or task to another
3. Use color coding whenever possible
4. Break lessons into manageable parts
5. Help students set realistic goals
6. Make directions specific, concrete, and understandable
7. Make changes in the schedule, assignments, or examinations orally and in writing
8. As a check for accuracy, have the student repeat verbally what has been taught

REFERENCES

This ERIC Digest is based on the following publication:

Ross-Gordon, Jovita M. "Adults with Learning Disabilities: an Overview for the Adult Educator." Information Series no. 337. Columbus: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, The Ohio State University, 1989. (ERIC No. ED 315 664).

ADDITIONAL REFERENCES

"ACLD Description: Specific Learning Disabilities." ACLD Newsbriefs, September-October 1986.

Clearinghouse on Adult Education and Literacy. "Instructional Strategies for Adults with Learning Disabilities." Washington, DC: Division of Adult Education and Literacy, U.S. Department of Education, 1989.

HEATH Resource Center. "Resources for Adults with Learning Disabilities. Washington, DC: American Council on Education, 1989. (ERIC No. ED 311 671).

Ross, Jovita Martin. "Learning and Coping Strategies of Learning Disabled ABE Students. "Adult Literacy and Basic Education 12, no. 2 (1988): 78-90. (ERIC No. EJ 403 358).

Ross, Jovita Martin. "Learning Disabled Adults: Who Are They and What Do We Do with Them?" Lifelong Learning 11, no. 3 (1987): 4-7, 11. (ERIC No. EJ 361 993).

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