• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar
  • Advertising
  • Write for Us
  • Job Board
  • Privacy Policy
  • Contact
    • Consulting
    • Advertising
  • Shop
    • Books
    • Shirts

The Educators Room logo

  • Start Here
    • Impact Statements: Teacher Expertise
    • Newsletter
  • Browse Topics
    • Content Strategies
      • Literacy
      • Mathematics
      • Social Studies
      • Educational Technology
      • ELL & ESOL
      • Fine Arts
      • Special Education
      • Popular Topics
        • Teacher Self-Care
        • Instructional Coach Files
        • Common Core
        • The Traveling Teacher
        • The Unemployed Teacher
        • The New Teacher Chronicles
        • Book Review
        • Grade Levels
          • Elementary (K-5)
          • Middle (6-8)
          • Adult
          • New Teacher Bootcamp
          • Hot Button Topics
            • Menu Item
              • Principals' Corner
              • Charter Schools
              • Confessions of a Teacher
              • Interviews
              • The State of Education
              • Stellar Educator of the Week
            • Menu
              • How to Fix Education
              • Featured
              • Ask a Teacher
              • Teacher Branding
              • Current Events
  • Podcasts
  • Courses
    • Practicing Self-Care to Avoid Teacher Burnout- An 8 Week Course
    • Becoming An Educational Consultant
    • Teacher Branding 101:Teachers are The Experts
    • The Learning Academy
    • Books
    • Shirts
  • Education in Atlanta
  • Teacher Self-Care
  • The Coach's Academy
menu icon
go to homepage
subscribe
search icon
Homepage link
  • Advertising
  • Write for Us
  • Job Board
  • Privacy Policy
  • Contact
    • Consulting
    • Advertising
  • Shop
    • Books
    • Shirts
×

August 27, 2013 Classroom Management

What Every Teacher Should Know About Teaching Students with Disabilities

  • About the Author
  • Latest Posts

About Cindy Lumpkin, The LD Coach

  • iPhones in the Classroom are Game Changers - November 13, 2014
  • Have You Heard of People First Language? - August 20, 2014
  • 6 Tips for Students with Learning Disabilities Who Plan to Attend College - August 15, 2014
  • Robin Williams Passing Shouldn’t be in Vain - August 12, 2014
  • The Other 335 Days of the Year: Autism Awareness - May 2, 2014
  • Building Self-Esteem: The Secret Ingredient to Reaching Your Learning Disability Student - February 14, 2014
  • October Is Learning Disabilities Awareness Month - September 24, 2013
  • What Every Teacher Should Know About Teaching Students with Disabilities - August 27, 2013
  • Starting the New School Year Ready for Children with Disabilities - August 13, 2013
  • {Opinion Piece} Prayer Back in Schools - August 2, 2013

ClassroomCultureWhat does it take to effectively teach a student with a learning disability? That’s the million dollar question. But if I could take a stub at it, I would say relationship, relationship, relationship- pure and simply.

With all the different theory on best practices, this one seems to be left off the list very frequently. However, I would venture to say that the interpersonal relationship factor between teacher and pupil is more important than the skill set of the teacher. Simply put, without a positive relationship significant learning is unlikely to take place. With it, learning is mostly likely to occur by leaps and bounds in spite of inappropriate techniques, materials or other shortcomings. Teaching in general and teaching of students with special needs in particular requires an affirming teacher-pupil relationship.

Effective teaching requires expert knowledge of curriculum, skills, and methods, but it also requires understanding of the student holistically, his feeling, emotions, and attitudes. The latter must be addressed and acknowledged also. Students with learning disabilities, no matter how they present, often feel lost, frightened, discouraged and frustrated. Many have feelings of hopelessness about the future not only in school, but life.

For twelve long years of school and after, he contends with a situation for which he can find no satisfactory solution. When schoolwork becomes insurmountable, the child has few alternative resources. An adult dissatisfied with his job may seek a position elsewhere or find solace outside of his work; he may even endure these difficulties because of a high salary or other compensations. For a child who fails, however, there is no escape. He is subjected to anything from degradation to long-suffering tolerance. Optimum conditions may lessen the child’s misery, but proof of his inadequacies appears daily in the classroom. In the end, he is held in low esteem, not only by his classmates, [fusion_builder_container hundred_percent="yes" overflow="visible"][fusion_builder_row][fusion_builder_column type="1_1" background_position="left top" background_color="" border_size="" border_color="" border_style="solid" spacing="yes" background_image="" background_repeat="no-repeat" padding="" margin_top="0px" margin_bottom="0px" class="" id="" animation_type="" animation_speed="0.3" animation_direction="left" hide_on_mobile="no" center_content="no" min_height="none"][sometimes by his teachers and] family. (Roswell, 1972)

When I think about the above scenario it puts the issues students with disabilities have with learning in prospective for me. Unlike other students, their academic failure and learning disabilities may negatively influence every aspect of their world. They can’t outrun it. It’s so important for teachers to recognize that as well as the emotional impact failure has on the student overall. Think about it, these students have to live with the fact that their teachers and parents are displeased with their lack of performance. Naturally, many teachers feel frustration by their inability to reach the student. As much as we don’t articulate that, they feel it. Too often they step into our class as failures and leave the same way. The notion that they don’t measure up hangs over their heads relentlessly.

What is a teacher to do?

An important responsibility for teachers is to motivate students who have been failing, to build their self-concept and self-esteem and to interest them in learning. This takes work! But it’s necessary work to enhance the student’s feelings of self-worth, and rekindle his interest in learning.

Where does a teacher start?

Developing a good relationship between the teacher and student is the first step. Rapport has to be established if a teacher will be able to impact a student’s life beyond the objectives she teaches. Teachers will have to accept and respect the student- the good, bad and the ugly. She will have to have compassion without over-involvement, understanding without indulgence, and a genuine concern for the student’s development.

I didn’t say this was going to be easy, but I truly believe that for many students this is the missing link. Whenever I am asked to give advice to teachers, my first piece of advice is to build rapport with each student. As the adage goes, students “don’t care how much you know until they know how much you care.” Students will come to your class and try their absolute best because they like you. We must capitalize on that by helping them to meet with success early. Chances are the more success they experience the more they are willing to continue to work hard in addition that same success will start to have a positive impact on their personality.

Here are some suggestions to building a relationship with students:

  • Talk to them about their disability. I think we all would be surprise at the few teachers who actually acknowledge to the student that they know they have a disability and need extra help. It’s usually unspoken, but it shouldn’t be.
  • Have a conversation with them about their strengths and weakness in your class. Ask them to identify them for you. You should also let them know your ideas for using their strength to compensate for their weaknesses in your class.
  • Give the student an opportunity to have input in your lesson. You could allow them to determine how they will be assessed. You may allow them to determine what materials are used.
  • Provide structure and establish routine, but don’t be so inflexible that things can’t change depending on the situation and circumstance.
  • Don’t be afraid to have different expectations for students. Chances are if you have a student with ADHD and your class is an hour and half, the two just don’t mix. There was one student that needed to leave my room every day; however, the overall expectation for students was that they could only have two restroom passes a week. For my sanity as well has his, he was allow a 15 minute break when he finished at least half of his assignment. The other students didn’t mind they were able to see how much of a distraction he could be on occasions.
  • Be sincere with your students. Student can detect dis-honesty a mile away. Don’t tell them they are doing better than what they are. Instead, minimize their anxiety by letting them know that many students have difficulties, but together you will help them find ways to overcome them.
  • Help them establish goals for your class and not just the goal of “I want to pass.” As much as possible you want goals you know you can help them achieve with all things considering.
  • Call home with good reports just because. Find something to report to their parents. Even if its that you are proud of them for coming to class.

Do you have other ways that teachers can build rapport with students?[/fusion_builder_column][/fusion_builder_row][/fusion_builder_container]

Print Friendly, PDF & Email

Related posts:

Default ThumbnailPlanning for a Substitute: Five Helpful Hints Default ThumbnailA Fresh Recipe for Managing Difficult Students Default ThumbnailThe 10 Commandments of Teaching The Importance of Communication For IEP Students and Parents
« Back to School Tips for Elementary Teachers
Just Let Them Read! A Book Review - Part 2 »

Reader Interactions

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Primary Sidebar

The Educator's Room was launched in 2012 to amplify the voice of educators. To date, we have over 45+ writers from around the world and boast over twelve million page views. Through articles, events, and social media we will advocate for honest dialogue with teachers about how to improve public education. This mission is especially important when reporting on education in our community; therefore, we commit our readers to integrity, accuracy, and independence in education reporting. To join our mailing list, click here.

What we do

At The Educator's Room, we focus on amplifying and honoring the voice of educators as experts in education. To date, we have over 40 staff writers/teachers from around the world.

Popular Posts

  • Want to Keep Special Education Teachers? Try Mentorship
  • An Idaho teen who won his school board election has a message for educators
  • Moving Beyond Diversity to Equity, Inclusion, and Belonging: Lessons from a Sunday Sermon
  • Ask the Educator's Room: What do I do if a student won't stop lying?

Featured On

Buy Our Books/Courses

How to Leave Your Job in Education

Practicing Self-Care to Avoid Teacher Burnout

Using Your Teacher Expertise to Become an Educational Consultant

Check out our books on teaching and learning!

The Learning Academy

Footer

↑ back to top

About

  • Privacy Policy
  • Disclaimer
  • Terms & Conditions
  • Accessibility Policy

Newsletter

  • Sign Up! for emails and updates

Contact

  • Contact
  • Services
  • Media Kit
  • FAQ

 

Copyright © 2021 The Educator's Room.