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Learning DifficultiesIt is challenging for teachers of ESL to determine if a student is struggling with the normal problems associated with learning a second language or if a permanent learning difficulty/disability is the underlying cause of both behavioral and academic concerns. It is estimated that 15% of the children and adults in the U.S. have some form of learning disability. In most other countries, L.D. is either not recognized or not dealt with. Learning Disability describes a handicap which interferes with the ability to store, process or produce information. Most adults with a L.D. have learned strategies throughout their lifetime to compensate in various ways. Because the disability is not always obvious, the most straight forward indication is academic failure or underachievement. A notable gap between their true capacity and actual production is often interpreted as laziness, and their classroom behaviors can also be misinterpreted as purposefully uncooperative. The causes of most learning disabilities have been determined to be a neurological malfunction which is often, but not always, hereditary. Deciphering written text, sound/symbol connections and/or sequencing information is very difficult. Far from being a lack of intelligence, students are often recognized as being very bright or 'gifted'. Dyslexia exhibits six notable symptoms: 1.) Attention difficulties. 2.) Interpreting and remembering verbal instructions. 3.) Spatial orientation and visual processing resulting in poor reading and spelling; difficulty visually distinguishing letters. 4.) Memory limitations resulting from information being mis-stored. 5.) Impairment of fine motor control. 6.) Limitations in sequencing and organizing information and instructions. As teachers, we can develop compensory strategies to help Learning Disabled students to succeed in the classroom. It is important to look at both their strengths and weaknesses and balance an approach which does not just focus on the weakness. Understanding that these students will always struggle with word retrieval, selective attention and limited concept manipulation, we as teachers can help by planning tasks so that differing intelligences are called upon by balancing right/left brain activities. The following approaches are suggested by Betty Edwards: Give extra time to complete tasks Test in verbal or computer format rather than written Use graphic and sensory media Teach using both auditory and visual (say and write) Allow the use of a word processor for long writing assignments Make it easy for the student to ask for repetition Don't give too many instructions at the same time Allow the student time in advance to think: pre-teach, pre-discuss, Use pre-reading and pre-writing Reduce the level of distraction in the room Don't jump from one topic to another-proceed from the obvious to the abstract in a structured, concrete manner Frame material to personal or past classroom experience and highlight new material Organize material by category Frequently check their notebooks Look for and reinforce strengths It is suggested to have the student self evaluate their own strengths and weaknesses and comment on the determinations so that the teacher can gain insight into the student's own perception of learning. Learning difficulties are not limited to neurological disabilities. Hearing and vision impairments, health and emotional issues can all play a role in a student's ability to learn and retain information. There is much anecdotal evidence that common food intolerances have links to learning difficulties and some experts believe that the lack of essential fatty acids in the diet cause lesser brain function, memory problems and difficulty in concentration and learning. Teaching techniques recommended for individuals with learning difficulties work well for all EFL students. Building flexibility into lessons to support the differences in learning styles and capacities will help motivate students and ensure a positive and successful learning experience. References: M.S. Hoffman, 1984. Practical Planning for the Language Learning Disabled student H. Gardner, 1993. Multiple Intelligences B. Edwards, 1989. Drawing on the Right Side of the Brain M. Levine, 1992. Developmental Variations and Learning Disability M. Field, 2011. Food Intolerances in Children
