Science Education Reform for All (SERA)
Executive Summary
| Table 5: Teaching Strategies and Behaviors for Working With Learning Disabled Students | |||
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Visual Impairments Encourage the student to use other senses. (Touch objects, smell and taste when safe, and listen for sound.) Draw the students attentions to shapes, weights, sizes, temperature, and textures. Describe colors or patterns he or she cannot understand. Be sure area is well lit. White butcher paper on tables and solid colored materials and containers are easier to see. |
Hearing Impairments Use visual aids, especially when explaining safety procedures. Talk at a normal speed and volume at a distance that is best for the student to hear. Talk with the student and ask questions to check for understanding. Be careful of using the terms "sound" and "pitch" with hearing impaired students. For deaf students this is a concept which is memorized, not experienced. |
Physical Impairments Touch-sensitive students are often wary of handling new or highly sensory materials. Describe the texture. Offer gradual exposure by encouraging the student to touch the object quickly or gently, working up to prolonged exposure. Help the child find a position that allows for the greatest movement, such as on the floor or on a cushion, sitting in a wheelchair, or secured to a chair. As needed, rearrange materials or equipment. Take into consideration mobility impairment when asking students to draw something. |
Behavior Disturbances Students with aggressive behavior find it difficult to work in small groups and therefore need plenty of materials to choose from and plenty of space to work in. Children who act withdrawn need to observe activity before trying it on their own. Look for comfortable ways for them to interact with others, such as filling containers with water for a group experiment. Students who are hyperactive do best with short activities so they can feel a sense of closure before trying something new. Watch for signs of restlessness and take steps before the child loses control. |
| Source: Adapted from Learning through Play: A Practical Guide for Teaching Young Children, Scholastic, Inc., 1991. | |||
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