For those with learning differences, difficulties or disabilities, an unstructured, remote classroom can be an overwhelming and less-than-ideal environment for learning. Just like in a physical classroom, students benefit from thoughtful accommodations in order to find success. Enabling closed-captioning on videos, using a larger font size or a different colored background than white in emails, and describing visuals in lessons are just a few practices that increase accessibility even before lessons have even begun.
However, accessibility is not just a box to check. With inclusion as the goal, accessibility can, and should, be a state of mind. In this blog we will explore practices educators can adopt to better support learning differences in a remote learning environment.
What are learning differences?
Educators don’t need a scientist’s understanding of each learning difference. But because teachers are likely to encounter them within their student body, it is important for them to have a baseline understanding of these differences. A “learning difference” refers to a neurological condition that may affect how a person processes information. Some of the most common differences include:
- Dyslexia: A language-based difference that affects the ability to read words accurately and fluently.
- Dysgraphia: A difficulty with writing that affects the ability to form letters and jot down thoughts.
- Dyscalculia: A math-based difference that affects understanding of arthritic concepts.
- Attention-deficit/hyperactivity disorder: A disorder that makes it difficult to control attention, hyperactivity, and impulsivity.
A frequent misconception about learning differences is that they are related to intelligence, but this is not true. While cases can range from mild to severe, having a difference simply means that someone’s brain works differently than others. They also are relatively common; researchers estimate about 5% of school-aged world-wide have a learning difference.
There is no definite conclusion as to what causes these differences in neural processes, however experts believe factors such as brain development, genetic influences, and environmental effects are most likely to be considered as the main causes.
Having a basic understanding of these differences and common terms will help teachers not only tailor instruction to be more inclusive, but also can help to prevent educators from unintentionally shaming students with these differences.
How can I support students with learning differences in the classroom?
After gaining insight into common differences and disorders, the most effective step you can take in supporting students with learning differences is to create a sense of structure at the very beginning of your class. Students with learning differences typically benefit from a schedule that allows them to prepare for what is coming; structure and routine can often help individuals with differences build flexibility. In fact, schedules also benefit other learners. too; it keeps anxiety low, therefore supporting learning outcomes and mitigating misconduct.
Establish rules for your virtual classroom similar to those in your physical classroom, such as the start and end time; how participants share their thoughts; familiar phrases used in your physical classroom. Rules can provide support to students who may already feel flustered upon login. Including images associated with each rule in your syllabus and periodically reviewing them can serve as a physical reminder to students of what they can expect, and also what is expected of them, throughout the course.
Time management also is a crucial component of remote learning for all students, regardless of learning style or ability. Encouraging thoughtful and proactive organization — especially during midterms and final exams — can empower students across the board.
While these expectations may need to shift as the semester progresses, at least students who need additional structure to succeed have a foundation upon which to pivot.
What type of feedback should I offer to students with learning differences?
Research indicates that effective learners create internal feedback and cognitive routines while engaged in academic tasks. D. L. Butler and Winne (1995) found that for all self-regulated activities, feedback is an inherent catalyst. “As learners monitor their engagement with tasks, internal feedback is generated by the monitoring process. That feedback describes the nature of outcomes and the qualities of the cognitive processes that led to those states.”
However, it has been observed that because less effective learners typically have minimal self-regulation strategies, they depend much more heavily on external factors, such as the task itself or their teacher, for feedback. According to Hattie and Timperly (2007), “They rarely seek or incorporate feedback in ways that will enhance their future learning or self-regulation strategies.”
For students with learning differences, explicit feedback is essential in order to meet learning objectives and maintain engagement. This is especially true in a digital learning environment where in-person cues, such as body language or eye contact, are lacking. Opportunities to reach out to students directly and personally are more complicated with remote instruction, but not impossible.
Educators should aim to provide feedback on assignments as soon as possible to ensure students understand if they are on target. Go beyond “Good job!” by providing feedback that is actionable and specific, which gives students directions on how to improve. Even a private message within a Zoom video call can work to redirect behavior or boost a student’s focus and engagement within a discussion.
Build a rapport
Make developing rapport with students a key goal in the first few weeks of the term and in returning from a break. Get to know their names and some of their interests. Dedicate a few minutes at the beginning of class to interact less formally. Establishing these relationships, even with students through ice breakers and other get-to-know-you activities, is an effective strategy in creating bonds that can help if issues come up later in the course.
A direct email outside of your course communications to see how students are faring can go a long way and can give you the chance to offer personalized information privately. Checking in with families and caretakers is an effective way to provide feedback to the student’s learning team as a whole. This also can serve as an opportunity to offer additional guidance and outside resources, if appropriate.
How can I handle learning differences in the classroom?
This tip may feel directly at odds with our first tip (consistency! expectations!), but the two are actually compatible. Once you’ve set a routine for your online class, shared and clarified your expectations, and even offered students (or many students!), a personal check-in, you’ve set yourself up with room to flex.
Students with learning differences, who typically require extra time in class to take an exam or need a concept explained several different ways, will likely need even more space and time to complete their work in a digital setting. There are a few ways educators can make those accommodations: Offer students a “menu” of assessment options from which to choose; perhaps they illustrate mastery of a concept by writing an essay, recording a song, or building a website that reflects the story arc of the main character in a novel.
Instructors also can preview work with students who might require lead time in order to participate. This might be an email the night before class that offers an example problem or includes a few talking points related to the next day’s discussion topic. Multiple due dates for a project is another option, allowing students to submit a rough draft, receive feedback, then utilize a few extra days to revise and turn in their best work. The option for unlimited submissions through Turnitin Feedback Studio is a great way for all types of learners to take ownership of their learning at their own pace, iterating and reiterating before a final draft.
Modify when necessary
Even if it feels like you’ve checked the boxes of an inclusive learning environment – you’ve established a class structure, clearly communicated course expectations, and cultivated relationships with students – it can be helpful to periodically assess the classroom environment. Inviting students to respond to prompts anonymously (such as on an index card or digital survey) not only makes students feel heard, but also can provide insight into where to make improvements. Making slight adjustments to your classroom based on student feedback can go a long way in reaching learners with differences.
Finally, if a student is really struggling with a particular project or assignment, consider modifying or providing guidance on resources that can help students adjust.
Overview: Support learning differences in your classroom
Learning differences are common and, unfortunately, many teachers do not receive professional training on these differences before encountering them in the classroom. As the world continues to move to more hybrid settings, it’s important for educators to be proactive in thinking about and planning for how to best support these students. This is especially true for remote learning environments, where feelings of isolation and lack of personal connection tend to be more prevalent in students.
All students look to instructors for support as they seek academic success, but especially so in a digital learning environment. Upholding rules, setting aside time for personalized and constructive feedback, and maintaining creative flexibility may take extra effort and strength from educators, but these practices are some key ways to support those with learning differences.