Teaching+Students+with+Learning+Disabilities-+The+Need+for+Positive+Reinforcement

Students who are classed as being ‘ [|Learning disabled] ’ are those who demonstrate a significant difference that is not necessarily the result of some other handicap. They can have difficulties in tasks such as oral expression, listening comprehension, mathematical calculation, mathematics reasoning, spelling etc. Helping the student in having a higher self esteem will allow for them to nurture and grow, not only as individuals, but as a community as well. Some signs of a learning disabled student (and hence poor self esteem) include: (Adapted from Fredericks 2005, teachervision.fen.com) Teaching students with learning disabilities can be time consuming and in demand more of your time. Students need more specialised instruction in a structured environment that will help enhance their learning potential. Students with learning disabilities are not incapable to learn, they just need instruction suited to their learning abilities. An important thing to remember is that no matter how much you alter your classroom, teaching style etc to suit the needs of students with learning difficulties, it is just as important to ensure that the child has high self-esteem. Self esteem is how we feel about ourselves. Our level of self esteem determines how we are in life- how we interact with friends, family, school children, etc. Some strategies that can contribute tit eh successful learning of students with learning disabilities include:
 * Poor short and long term memory
 * Easily frustrated
 * has low self-esteem
 * is distracted easily
 * has difficulties remaining on task
 * has difficulties working in groups
 * has poor handwriting skills
 * for those with reading disabilities, provide an oral assessment instead of written
 * Have an individual or class goal and help the student to achieve this.
 * Make activities as short as possible, still ensuring that what is required to be taught is being taught. This is better than longer lessons as it can be frustrating for students with a learning disability
 * Use items that they are able to touch, smell, hear, see, etc. This enables them to make some form of connection to abstract terms and concepts that otherwise they would not be able to learn.
 * PRAISE- This is very important in increasing a student with a learning disability’s self esteem. It is important that praise is specific linked directly to an activity. Avoid general terms such as “you did well” or “I like your work” as the student will not understand what specific thing form the activity that they did well, and that what you say can have two totally different reactions at different times.
 * Encourage cooperative and group learning activities. Have students with varying abilities work together on specific projects or towards a common goal. Try and create an environment that enhances the sense of ‘community’ within the classroom (Adapted from Fredericks 2005, teachervision.fen.com)

Incorporating high self-esteem in a student, particularly those with a learning disability is extremely beneficial, not just in the short term, but in later years of life also. It is important that the student feels respected and that they know they are a valued and integral member of the class (Brecht, G. 1996). It is important to accept students for who they are, no matter their social, cultural or socio-economic background. Modelling this behaviour onto other students in the class will allow for the ‘disabled’ child to feel a part of the class community and will increase their self esteem as they won’t feel as left out and different (Borba, M. & Borba, C. 1978).

References * Borba, M. & Borba, C. (1978) //Self-esteem: A Classroom Affair - 100 Ways to Help Children Like Themselves,// Winston Press, Minneapolis. //The importance of self esteem and the implications for teachers.// Retrieved from http://ehlt.flinders.edu.au/education/DLiT/1999/WEBNOTES/website/implicat.htm * Brecht, G. (1996) //Sorting out Self-esteem,// Prentice-Hall, Sydney. //The importance of self esteem and the implications for teachers.// Retrieved from http://ehlt.flinders.edu.au/education/DLiT/1999/WEBNOTES/website/implicat.htm * Fredericks, A,D. (2005). //The complete idiot's guide to success as a teacher//. Retrieved from http://www.teachervision.fen.com/special-education/new-teacher/48460.html#ixzz1SWg1djzm