Differentiated Instruction Strategies for Students with Learning Disabilities

The meaningful inclusion of students with diverse learning needs is becoming more of a reality and challenge for educators across Ontario. No single approach, method or technique can be expected to offer a solution to every problem that presents itself in the classroom.

"Individuals with learning disabilities show significant improvement following strategy training, also known as learning-thinking instructional programs, cognitive training, cognitive behaviour modification, or strategic instruction. ...Strategy training typically provides the learner with a set of self-instructional steps to increase effectiveness in the acquisition, organization and expression of information.  The ultimate aim is to provide students with tools that will enable them to become autonomous learners and devise their own strategies." (Winzer, pg. 162)

TOOLS FOR TEACHING ORGANIZATION

Many students with learning disabilities have difficulty with time management and may have a deficiency in organizational skills.

primary:  prepare a visual checklist for each daily activity to help the student better remember the direction their day will take or the order in which tasks need to be performed before moving on to the next.

junior: provide day planners to students and record upcoming homework and events as needed. Assistive technology may be used in place of a traditional book planner. This may include colour coded sticky notes to advise on homework assignments vs. upcoming tests or field trips. (red sticky notes for homework, yellow for tests, green for fun)  

senior: continue using day planners for organizing tasks and assignments or timely appointments. Assistive technology may provide further recording potential in the form of calendar apps for cell phones and computers.

Tools for Accommodating Different Learning Styles

Learning style theories recognise the individual differences (e.g. cognition, emotion, physiology, sociology) that affect learning. Research also shows that teaching methods that match students' learning styles can improve their academic performance significantly.
(Maria Socorro C. Bacay http://www.cdtl.nus.edu.sg/brief/v9n1/sec6.htm)

                primary

For teaching JK - grade 3 students the building blocks of language developed through learning the alphabet and spelling basics. 

          : visual/kinesthetic - work with 'bakeable' play-dough to create letters and numbers or any other symbols  and then work with these to create words or number sequences. ( blue play-dough makes "b", yellow makes "y"...) 

           : aural learners - teacher reads a story and teaches a song about a particular topic covered in the story telling ( books and songs about the alphabet)
 

                          junior

For teaching students in grade 4 through grade 6 reading comprehension and further language skills. 

   : visual/kinesthetic learners -  break the class into small groups, where one student reads a story/play and the other students in the group act out the story as it is being read in a pantomime.  

   : aural learners  - teach rhymes, songs and other pneumonic devices for remembering basic language and grammar skills and comprehension. 

                     senior

For further instruction in language skills and reading comprehension, senior students will put on a play based on class readings with each taking a part in the production that works to their strengths.

 : visual/kinesthetic learners - make props and marketing materials such as posters for the production   

 :aural/kinesthetic learners -  produce, direct, act in the play. 

It is important to remember that not every student is going to master every task. Spelling may never be a perfected skill, but a student may be taught how to effectively use a dictionary or spell check in place of becoming frustrated with their inability to master the written language. It will be the 'real world' progress of any kind that is worth the extra effort.