You may see the student:
- Having difficulty processing information communicated verbally
- Having difficulty processing information communicated via visual presentation e.g. overheads,video, graphs and charts, or on screen materials
- Processing information more slowly than the average person
- Freezing on tests or doing poorer than expected
- Not finishing timed activities/tests
Types of common processing disorders:
- Reading, decoding and comprehending skills-the student may be a slow reader because of the need for additional time to decode and comprehend written material.
- Abstract and general reasoning-the student may have difficulty understanding the context of subjects such as philosophy and logic which require high level reasoning skills.
- Memory (long-term, short-term, visual, auditory)-the student may have difficulty with the storing and/or recalling of information during short or long time periods or presented visually or auditorily.
- Spoken and written language skills-the student may have difficulty with spelling, (e.g., mixing up letters) or with speaking (e.g., reversing words or phrases.)
- Mathematical calculation skills and word problems-the student may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.
- Executive functioning (planning and time management)-the student may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines
Top 10 teaching strategies to consider:
- Assist the student in finding an effective peer note taker.
- Allow the student to tape record lectures.
- Post course materials on the instructor website
- Consider giving an option for oral exams or using a word processor for written exams
- Allow the student additional time to complete in-class assignments, particularly writing assignments
- Allow an instructor approved memory aid in testing
- Allow a calculator or multiplication table on exams
- Encourage the student to share strategies which have helped in the past
- Provide feedback and assist the student in planning the workflow of assignments. It may be helpful to break the larger assignment into smaller components with opportunities for draft feedback
- Provide assistance with proofreading written work.
Check out these other resources: http://www.washington.edu/doit/Faculty/