Tutoring ESL Students and Students with Disabilities

Students with Disabilities

Learn About Learning Styles Teaching Visual Learners Teaching Auditory Learners Teaching Kinesthetic Learners Applying Learning Styles Strategies for Students with Learning Disabilities Multi-Sensory Approaches

In General, Tips to Remember break learning into small steps; supply regular, quality feedback; use diagrams, graphics and pictures to augment what they say in words; provide ample independent, well-designed intensive practice; model instructional practices that they want students to follow; provide prompts of strategies to use; and engage students in process type questions like “How is the strategy working? Where else might you apply it?”

Treat Each Student as an Individual Invite Disclosure Remember that Each Student is Unique Talk Privately with Each Student about Individual Needs Discuss with the Student How to Best Accommodate Needs and How Accommodations will be Implemented

Typical Accommodations for Students with Disabilities: There are NO Typical Accommodations “Case-by-Case Basis” Examples of Possible Accommodations: Extended Time for Testing Exams in Assessment Center Use of E-text for Textbooks and Exams Notes, Copy of Overheads, Tape Recorder Use of Technology for Reading or Writing Use of Calculator, Color Coding *EXCEPT WHEN THESE ARE THE SKILLS THAT YOU ARE EVALUATING AND THEY ARE ESSENTIAL TO THE CURRICULUM*

Tips for Working with Students with Psychiatric Disabilities All students must abide by student code of conduct A student’s safe haven Emergency protocols

Accommodations that may be Helpful Extended time for testing Exams in Assessment Center (separate room) Note taker, tape recorder May need to be excused from public speaking, if appropriate May need to leave room May need to bring water to class Medication may slow/alter thinking

Tips for Working with Students with Mobility Disabilities Architectural barriers may be encountered May use mobility assistance (wheelchair, power chair, crutches Furniture may need adjusting to provide access If there are limited barriers, students may require minimal accommodations

Respect personal space, including chair Sit, kneel if talking for extended time Offer assistance, don’t force it Report architectural barriers Don’t presume disability = handicap If disability impacts hands/arms also, additional accommodations may be needed

ESL Students

Your Role Become a student of culture Be sensitive to cultural differences Promote a multicultural point of view Allow students to become students of culture

Classroom Support Curriculum material that reflect a variety of cultural groups Lessons that address different learning styles and modalities Visual aides and bilingual resources Role modeling/peer grouping

Methods of Instruction Interactive lessons with hands on activities and cooperative learning Encouragement of creativity and discovery Versatility and flexibility Enhancement and support of the mainstream curriculum Opportunities for all students to feel successful

Other Tips Obtain an outline of the lecture Emphasize key points. Stressing key words, writing on the board, repeating yourself with emphasis, etc. Use visuals. Diagrams and images can help comprehension Write down critical vocabulary. Especially helpful for names students need for future reference. Be patient.

Ask questions clearly. Try to avoid the stereotypical “foreigner talk”—excessively slow and loud speech. Just be aware that it can be difficult to understand rapid, idiomatic speech. Slow down. Be understanding. Some students will be very self-conscious about their imperfect English. They may be frustrated and concerned that their peers will think they’re less intelligent if they don’t speak perfect English. Be supportive. Positive reinforcement is critical.

Things to Remember English is not an easy language to learn Use a variety of methods and strategies to support a positive learning environment Be sensitive to cultural differences Provide consistency in classroom regulations and expectations

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