How does a teacher make accomodations in his/her lessons and classroom for a student with a disability so that the student does not experience feelings of embarrassment or of being “singled out?”
Re: Self-Esteem of Students with LD
I work with LD students daily in an inclusive setting. I usually discuss options with them before class or at the end of class. I also leave it to them to seek em out. This helps them to be more independent and it also helps their self-esteem by me allowing them the responsibility to seek me out. [i][/i]
accomodations and singling out
I often figure what’s good for the goose is good for the gander and I try to make generally available the accomodations. I don’t give timed tests, for example, to any student. Any student, LD or not, is welcome to as much time as they need. Any student is welcome to xerox another student’s notes - not just my LD students.
I also speak often to the idea that each of us has a different learning style that everyone else and that we are each of us unique.
I’ve discovered that making the accomodation seem like a normal part of classroom activity works best. For example, I have a student with dysgraphia who uses a computer to take notes and quizzes. When the student first began using the computer, other students asked why he gets to use a computer, I simply said “well, each one of you has a way of doing things, and Bob and I discovered this works best for him. If any of you have an idea about something, please come and talk to me after class. I’d love to hear your ideas”
I always make sure I say the “after class” part because that puts the responsibility on the child to come and talk to me; that way the student who really isn’t serious about accomodation (or doesn’t even really need it) will most likely not make the effort to seek me outside of class. If there is an issue with a particular student with an LD, however, I usually have to seek them out, since some of them are hesitant to come talk to me.