| It can be as difficult to teach a child with a learning | | | | can be sure errors are corrected before he finishes. |
| disability as it is for that child to learn. There are a few | | | | Provide hand outs and copies of overheads. You can |
| things you can do to make it easier on both them and | | | | also allow the student extra time to complete the |
| you. | | | | work. |
| Be specific in what you expect of the work, why it is | | | | There are many small ways you can help a child with |
| important, and what you expect the child to learn. If | | | | a learning disability. There are even more suggestions |
| you are grading for several different things, make sure | | | | for specific disabilities. Many ADHD children find that |
| the child knows specifically what you are grading for. | | | | using a computer very much helps them in their |
| Go over your grading system and show examples of | | | | learning issues, so allowing the student to bring a laptop |
| what type of work gets what type of grade. Never | | | | requires very little from you. Some tips are good for |
| use a student in the classroom for these examples. | | | | children both with and without learning disabilities. All |
| That is humiliating and is counterproductive to an | | | | children learn best in different ways. There are visual |
| effective education. Include both written and verbal | | | | learners, auditory learners and tactile learners whether |
| explanations for why a work is good or bad. Have the | | | | they have a learning disability or not. By including all |
| student repeat the instructions you have given him. | | | | forms of work in your teaching methods you may end |
| This will help you correct for any misunderstandings | | | | up improving not just your learning disabled child, but |
| before they begin working. Check on him so that you | | | | also that child in the back of the room. |