For Teachers Only
For Teachers Only
"Slow Learners" in the Regular Classroom: A Handout for Teachers
Background: Slow learners are students with below average
cognitive abilities who are not disabled, but who struggle to
cope with the traditional academic demands of the regular classroom.
Their slower learning rate typically requires accommodations to
insure their success in school. These students are typically not
eligible to receive special education services. Comparatively,
because they learn more slowly, they are "handicapped"
in the regular classroom to approximately the same degree as students
with average abilities when competing with gifted students. Statistically,
these children comprise about 15% of the population and a far
greater proportion of the enrollment in some schools. "Slow
learners" can be easily misidentified, so it is critical
that teachers and parents consider a variety of sources of information
before they assume that poor school performance is due to a slower
rate of learning rather than to a real disability or situational
factors. Results from intelligence tests alone should not be used
to confirm that a student has "below average" ability,
but should be confirmed or disproved with other information about
the student's ability to learn such as observations in familiar
settings, review of school records and test scores, interviews
with parents, etc. Students who are significantly behind their
classmates academically, and who have not responded well to teacher
and parent efforts to stimulate achievement, should be referred
for a comprehensive evaluation to rule out a disability (such
as learning disability, cognitive impairment) that would qualify
the student for special education or other accommodations. Poor
motivation, lack of consistent instruction (due to frequent moves
or absences), limited English proficiency and a variety of health
factors should also be ruled out as contributing to slow academic
progress.
What can I do as a teacher?
The following accommodations may be helpful for not only "slow
learners" but for other students who are performing below
grade expectations:
1. Expect this child to require 3 to 5 times as much repetition
of content as necessary for the "average" students.
Basic facts may be adequately covered in the regular classroom
but depth and breadth of content will not usually be absorbed
unless the concept is reinforced through practical and familiar
activities that foster generalization.
2. Slow learners who are underachieving in the basic academic
areas may benefit from tutoring at school or privately. The goal
of tutoring is certainly not "to get him to grade level"
but to help her optimize her abilities, to meet the highest, realistic
expectations.
3. It is perfectly reasonable and justified to give the slow learner
shorter class and homework assignments, or to break up assignments
in order to avoid overwhelming the student.
4. Strive to help the child develop a basic understanding of new
concepts rather than require rote memorization of meaningless
materials and facts.
5. Use demonstration and visual cues as much as possible. Do not
distract with too much verbalization. Often, the use of multisensory
approaches is beneficial.
6. Do not force the slow learner to compete with children of higher ability. Try
to provide less competitive academic programs that will not cause negative attitudes
and rebelliousness towards learning. Cooperative learning groups can foster optimal
learning for both low and high achievers while encouraging appropriate social
interactions in a heterogeneous group of students.
7. It is important that key, simple concepts be presented to
children at the onset of any instructional unit to help provide
"advance organizers" of the material that follows. The
slow learner may encounter difficulties if too many concepts are
presented at one timekeep it simple and focused. Materials, language,
directions and verbal information should all be within the child's
comprehension. This might require some modification or restatement
for the slow learners in the classroom.
8. The slow learning child should be given assignments, particularly
in social studies and science, that are highly structured and
concrete. Large projects requiring mature organizational and conceptual
ability should be eliminated (or substantially modified) and the
child should be expected to perform within his capabilities. When
working on cooperative learning projects, slow learners should
be encouraged to assume responsibility for the more concrete,
focused tasks while high achieving students assume responsibility
for the more abstract components.
9. Emphasize over-learning and use a variety of incentives and
motivators.
10. Provide many opportunities for the child to experiment and
practice new concepts with concrete materials in real or simulated
situations.
11. At the beginning of any instructional unit, the child should
be presented with familiar material. This should facilitate new
learning and generalization.
12. Simplify directions given to the child and be sure that directions
are understood and remembered by having the child repeat the directions
back. Maintenance of eye contact is very important.
13. Some children respond well to the guidance of a friendly but
higher performing "buddy" in the class to remind them
of page numbers, assignments, tests, directions, etc.
14. Be sure to hold appropriately high expectations for all students.
This does not mean that you should expect the same performance
from all students, but that you should encourage all students
to "reach" a bit higher each time. Student achievement
goes up for all students when teacher expectations are relatively
high and clearly stated.
15. Encourage parents to be involved in their child's education,
through supporting homework, attending school functions, communicating
with teachers, etc. Send home frequent notes about the child's
accomplishments. Parent involvement enhances performance of all
students.
Resources:
Bear, G., Minke, K., & Thomas, A. (Eds.). (1997). Children's
needs 11: Development, problems and altematives. Bethesda, MD:
National Association of School Psychologists.
Christenson, S., & Close-Conoley, J. (Eds.). (1992). Home-school
collaboration: Enhancing children's academic and social competence.
Silver Springs, MD: National Association of School Psychologists.
Martin, M., & Waltman-Greenwood, C. (Eds.). (1995). Solve
your child's school-related problems. Bethesda, MD: National Association
of School Psychologists.
Stoner, G., Shinn, M., & Walker, H.M. (Eds.). (1991). Interventions
forachievementand behavior problems. Silver Springs, MD: National
Association of School Psychologists.