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However, just because a teacher uses technology in the classroom does not mean the SLD student will benefit.In order for technology to truly function as an assistive devices, potential needs for accommodation must be considered when designing an activity/assignment.Unfortunately these technologies are too rarely evaluated for how they might help "individuals with learning disabilities to compensate for specific cognitive deficits" (Day and Edwards).Something as simple as encouraging students to word process all assignments can have a dramatic impact on a student with poor motor-coordination, which often makes his or her handwriting disorganized and difficult to read.He's holding two library books in his hands like someone holds a food tray. I'm trying not to draw attention to him, so I continue my instructions and avert my gaze.My attempts are useless, since he's right in front of me and since the entire class turned to look at him the moment he threw open the door.
Second, and most significantly, educators need to understand why standard academic practices do not work for SLD students and how they do learn.
Many times I inwardly groaned in frustration at Alberts apparently irrelevant questions, late assignments, and misunderstanding of papers/activities.
But the real frustration came when I was grading research papers. When measuring ideas, Albert was a genius, or at least he had the potential to excel.
Thus, our challenge as educators is to help SLD student discover different methods of learning, without requiring excessive amounts of time or dramatically restructuring our courses.
Facing the challenge begins with recognition and understanding.
New terms refocus attention from an overall deficiency to a narrow developmental disorder that affects how the student learns.