DIFFERENT LEARNING STYLES OF STUDENTS WITH SPECIAL

NEEDS AND HOW TO ACCOMMODATE FOR THEM

Elena Facchinei & Dionna Cook

EVERY STUDENT IS DIFFERENT

Every child has his/her own combination of skills, gifts, needs, and difficulties

Deserve customized programs Don’t know their own learning style

“LEVEL THE PLAYING FIELD” Gives special needs students a better

chance of being successful Identify individual learning styles and

adjust your assignmentsDiary/log Present new ideas in multiple different ways

Individual projectsHomework choices*Favorite things*

DIFFERENTIATED INSTRUCTION Important in

reaching all types of learning styles

Seeks to maximize learning for each and every student regardless of their skill level, personality, disability, culture, or other unique characteristics

AUDITORY LEARNERS

Learn through hearing Enjoy having all the facts, hearing details,

and vocalizing facts & details Examples:

Songs Chants Documentaries Lectures Speeches

VISUAL LEARNERS Learn by seeing “Why?” Want to see information and read it Like to study pictures and graphs Work out problems out on paper Word problems

Graphs, charts, media, pictures,

art, power points, question

& answer

KINESTHETIC LEARNERS

Learns through tactile responses (touching and feeling)

Get frustrated if they can’t use their bodies

Like to know how things work

Moving helps them focus

KINESTHETIC LEARNERS: HOW TO REACH THEM

Active games like hopscotch Counters ABC letters Permit movement

ADAPTATIONS Given to students who need

supports/accommodations in order to achieve learning outcomes of the curriculum

Disabled students may be just as bright but need more time Must modify method/behavior Stand in front of student or provide a clue word

so they know they will be called on next

MODIFY ASSIGNMENTS Reduce writing assignments Allow computer use Lengthening deadlines Allowing oral presentations

to be shorter or more visualChoices to learn spelling words:~Writing, counting vowels and consonants, drawing illustrations, finding objects that represent the words, or making flashcards

STUDENTS WITH AUTISM

Thrive in environments with structure Structure of language is ambiguous to them

Prompting Communication skills

Problems with social activities and events because language ambiguity causes them to be unable to decipher how to act and respond Provide social stories

COMPUTER TECHNOLOGY

Games, readers, and practice tests can adjust

Voice recognition software Magnifiers Typing helps inhibitive disorders

WHEN EVALUATING LEARNING SOFTWARE, MAKE SURE IT:

Proceeds at students own special needs pace Builds on existing reading, writing, and math

skills Allows placing the child at different levels of

math and language arts Encourages kids to become active learners

through exploration and discovery Introduces new learning opportunities in

safe, supportive environments Balances learning with fun

TIME4LEARNING.COM

Comprehensive, educational learning system

Math, reading, and writing skills

Games Popular Impersonal Interactive Independently set

programs