Critique Of Helping Students With Learning Disabilities Succeed Is An Article By Marcee Steele
Helping students with learning disabilities succeed is an article by Marcee Steele. The article acknowledge that learning disability students that take science because of mild incidences of disabilities. Despite their intentions, they have difficulty to passing high-stake assessments. These students have intelligence levels ranging from average to high but due to one processing disorder they have difficulties with learning. Steele presents an inquiry into better ways of teaching students that have at least a single low basic academic skill. According to the article, there are three existing processing disorders. They include visual, auditory and memory processing challenges. For the purpose of overcoming these challenges, the article argues critical approaches in the classroom to improve the overall performance of such students and possibly all students. This article is a valuable insight to the issue of students with learning disabilities and provides adequate solutions to the problem.
Steele provides an imminent way of approaching lectures and class time as well as reading of textbooks. It is indispensable for teachers to understand ways to approach students during lectures. Aspects such as collaborating with special education teachers and clarifying vocabularies are critical. Use of visuals will assist students suffering from other forms of processing apart from visual. On the other hand, strategies in taking notes and revising will be essential to students that have memory problems. In reading textbooks, teachers should emphasize on ways of memorizing vital information. Students should provide notes on various chapters to help students during their study while at the same time emphasizing on key concepts. Teaching the organization of text, that is, areas in the book that are vital will assist students that have reading problems. In accordance to this, article is a god resource on understanding ways to improve lectures and reading behaviors among students.
This article is also resourceful on issues relating to homework assignments and assessments. Students having writing problems face challenges completing long-term assignments. It is, therefore, essential for teachers of these students to divide assignments and ensure that there is positive progress. Special education teachers can help students with their homework either individually or in small groups. Clarifying directions and assisting students start their assessments is a potent intervention measure for students having reading problems. On the other hand, students with memory processing problems will benefit from leaning self management. On issues of assessment, the article articulates the importance of mange their study time and model their study process. In addition, students should mark difficult questions and respond to them towards the end. Such strategies will not improve the performance of students having learning disabilities but also all students.
This article is a valuable resource for the improvement of performance of students in classes especially science classes. Through a number of proposals, the author succeeds to indicate a number of approaches for the applications by teachers to assist students with learning disabilities improve their performance on high-stakes tests. These approaches are straightforward, yet they have large impacts on student performance according to the article. It is an exemplary piece of information for both teachers handling all students and those that are teaching students with learning disabilities. Students with learning disabilities will find this article vital while it will prompt and remind all students on ways to improve performance. In accordance to this, it is not only useful to teachers but can provide critical ideas to students.