??: Adult with Learning Disability

Eclipse · #1 01-20-2006, 03:18 PM

I am hoping that one of our many educators (or former educators) can help me with this.

I volunteer at my church's community center as a GED instruction. I have a student that I believe is learning disabled. She is 19 years old, was home schooled for a while, and just recently admitted to me the other day that she was in "slow" classes while in school. I think the last grade she was in an organized class room was 9th.

If you met her you would think she was an intelligent but shy young lady. She is well spoken, but cannot grasp or retain the most basic concepts like multiplying 3 numbers and 2 numbers or division on the same things (I teach the math class). The English teacher has reported similiar issues with her reading comprehension skills. I am all for "everyone can learn", but I wonder if we are banging our heads against a wall here?

She has been in the program for about a year, and she is no where NEAR ready to the the GED, nor is she even progressing. At one point I will think she understands a concept (say fractions), but 2 weeks later, you would think we have never discussed them. I would be ok if I thought she was mastering concepts and we were making progress (even if it was slow progress), but we are not.

Can anyone help me?? The group that oversees the GED testing program locally has been absolutely no help!!

1. Are you aware of testing for Adults to determine if they have a LD?

2. Any tips to help her retain the information we discuss each week? The class only meets once a week for 2.5 hours, so the expectation is that they do homework, but more often that not her homework is either wrong, not done, or obviously done by someone else because it is right, but she cannot explain how she got the answer.

btb87 · #2 01-20-2006, 03:34 PM

1. If you're near a community college, see if they may have the availability to test her. Here, our office for students with disabilities will test our students, but I don't think they will test Jane Doe that just comes into their offices. But it's worth a try. They could say no, but they may have other places/references for you to try.

2. Is she able to get a little bitty tape recorder (the ones that use the microtapes)? Have her record what you are doing, and then take her notes (if she's taking any) and review. She can listen over and over again.

AKA2D '91 · #3 01-20-2006, 06:30 PM

Also, check with your local county. They should have an agency that assists adults with developmental disabilities.

Tips:
Shortened assignments/notes; flash cards; learning via songs/raps; is the person a visual learner or auditory learner, both? This can be determined by doing a learning style inventory. Once you determine that, you can make mods from there...

Eclipse · #4 01-20-2006, 07:59 PM

Thanks B and '2D. Both of you gave good suggestions. I know part of my problem is that I would go into class with these aggressive plans and most of the students could not keep up.

I definately think I will have her make flash cards, especially for her multiplication tables! Sometimes she knows them and sometimes she doesn't... grrrrrrrrr

**Sigh** There was a reason I did not become a teacher like my mom and dad....

RedefinedDiva · #5 01-20-2006, 08:49 PM

Flash cards work! One can use them at their own pace and can move on when they feel comfortable, or they can skip around. You can also make handouts that show step-by-step how to perform a task.

Visual aids (aside from flash cards) are great also. Bring in different things to help with counting.

Are you teaching them that multiplication is also a form of addition and division is a form of subtraction? Some students never learn that. Though it make take longer to reach the answer, all that matters is that they reach the correct end.

For instance, 4x2= two sets of four. They can use 4+4. You can incorporate your visual aids here as well. I used beans. I prepared little baggies with about 200 beans each. The students counted out one set of 4 (4x1), one more set of 4 (4x2), so on an so forth.

For fractions, you can use fraction wheels or paper folding. Fraction wheels worked best for me. You can also use measuring cups. I am sure that she has seen a recipe before, even if she hasn't used one. You might be able to reach her by performing a simple cooking recipe.

I don't want to hog the thread, especially if you are already doing these things. If you need more tips, let me know. I've tried just about everything! (And I know how it feels when you try and try and don't seem to be reaching them....)

[soapbox] TEACHERS: Like Eclipse's student does, doesn't it tick you off when a student that you KNOW doesn't know/understand/comprehend the work that you assign, but have the NERVE to come to class with a 100% correct homework assignment, like they suddenly mastered the material overnight and you are going to be dumb enough to believe that they did the work themselves?

I can't tell you how many kids I have gone off on....[/soapbox]

Dionysus · #6 01-20-2006, 10:05 PM

Quote:

Originally posted by Eclipse
I am hoping that one of our many educators (or former educators) can help me with this.

I volunteer at my church's community center as a GED instruction. I have a student that I believe is learning disabled. She is 19 years old, was home schooled for a while, and just recently admitted to me the other day that she was in "slow" classes while in school. I think the last grade she was in an organized class room was 9th.

If you met her you would think she was an intelligent but shy young lady. She is well spoken, but cannot grasp or retain the most basic concepts like multiplying 3 numbers and 2 numbers or division on the same things (I teach the math class). The English teacher has reported similiar issues with her reading comprehension skills. I am all for "everyone can learn", but I wonder if we are banging our heads against a wall here?

She has been in the program for about a year, and she is no where NEAR ready to the the GED, nor is she even progressing. At one point I will think she understands a concept (say fractions), but 2 weeks later, you would think we have never discussed them. I would be ok if I thought she was mastering concepts and we were making progress (even if it was slow progress), but we are not.

Can anyone help me?? The group that oversees the GED testing program locally has been absolutely no help!!

1. Are you aware of testing for Adults to determine if they have a LD?

2. Any tips to help her retain the information we discuss each week? The class only meets once a week for 2.5 hours, so the expectation is that they do homework, but more often that not her homework is either wrong, not done, or obviously done by someone else because it is right, but she cannot explain how she got the answer.

How is she doing on other skills unrelated to math and reading comprehension? If she's fine or above average in other skills, and has an average or above average IQ, maybe she can compensate for her weaknesses. As for the work world, she can avoid jobs that involve math or a lot of reading. She will have to be creative.

btb87 · #7 01-20-2006, 10:52 PM

See, Sorors 2D and RD, you two are why God created teachers! I was looking at it from another standpoint, and you two looked at it from your teaching standpoint, an area that I never would have thought about, nor have I experienced. I KNOW that I am not teacher material.

I'm telling you. . . teachers are very special people.

ladygreek · #8 01-21-2006, 01:11 AM

Eclipse, I just want to commend you on the work you are doing to try and help the young lady. Kudos.

RedefinedDiva · #9 01-21-2006, 04:08 AM

Quote:

Originally posted by Dionysus
How is she doing on other skills unrelated to math and reading comprehension? If she's fine or above average in other skills, and has an average or above average IQ, maybe she can compensate for her weaknesses. As for the work world, she can avoid jobs that involve math or a lot of reading. She will have to be creative.

There is NO substitute for learning BASIC skills. Regardless of what anyone thinks, math and reading is in EVERY aspect of life. There is NO way to get around it.

FeeFee · #10 01-22-2006, 04:16 AM

Quote:

Originally posted by RedefinedDiva
There is NO substitute for learning BASIC skills. Regardless of what anyone thinks, math and reading is in EVERY aspect of life. There is NO way to get around it.

Even the most creative person would still have to grasp basic reading and math comprehension skills.
Eclipse, keep us posted.

AKA2D '91 · #11 01-22-2006, 01:22 PM

LOL. Okayyyyyyy?

nikki1920 · #12 01-23-2006, 05:35 PM

You can always try the County's Department of Family Services (or whatever its called, Social Services). My county has Adult and Family and Children focuses. Start there. They can at least point you in the right direction. Could you maybe align with a mental health practicioner who could do testing for your program should you need it again in the future? Maybe a grad student?

futurestar1 · #13 01-23-2006, 11:16 PM

I love the way you all rushed to help.

DZTUBAGIRL · #14 01-24-2006, 12:27 AM

This might be a little nerdy but I learned my multiplication tables by making up songs. My mom and I sat for hours making up multiplication songs.

I know how this student is feeling. I never excelled in school and barely got by. During my 2nd year in college I worked my @ss off and it just wasn't good enough, I was still making Ds and Fs. My parents finally found an educational psychologist that tested me for learning disabilities. It ended up that I had a major comprehension problem. I have now discovered ways to work around my disability and I found out about things that teachers can do for me to help me. I think it is rediculous that all through my 12 years of regular school all my teachers said I was lazy. No one would test me. We found out after getting tested that the schools are suposed to test students for disabilities if the parent asks. I wish I had known this at the time.

Good luck with your student. It really shows that you are a great teacher because you are willing to help them and find new ways to teach. I hope I end up being a great teacher like you!

Eclipse · #15 01-24-2006, 10:03 AM

THANK YOU ALL SOOOOOO MUCH!! Beyond the gossip and an opportunity to "excape" from work for a while, this is the reason that I love GreekChat so much!! You guys are awesome!!

I am in the process of reoganizing the way my class is structured so that I can give more one on one time with individual students, so I hope that helps. I'll also check out some of the programs that you have spoken of.

DZTUBAGIRL, can you tell me some of the things that you do to work around your disability? What about things that your teacher can do? That would be very helpful for me!