As many of us have discussed, the line between a slow learner
and a child who qualifies for special education services and the services
available for each seem to be backwards. Many, as well as myself,
have said, “It doesn’t seem right that a child who is low in one area gets
the help they need, but a child who struggles in all areas receives no
special services. In researching the topic of a slow learner, I have
found this to be correct. However, there are a number of things we,
as teachers, can do to accommodate the slow learner in our own classrooms.
First, let’s define a slow learner. A slow learner is difficult
to identify because he/she is no different in appearance and can function
normally in most situations. He/she usually has normal physical dexterity,
has adequate memory, and possesses common sense. The fact that a slow learner
possesses these qualities sometimes is why parents find it difficult to
understand how their child can be a slow learner. What they need
to realize is that, although the child has these qualities he/she does
not necessarily have the ability to do school work.
Common characteristics of a slow learner are: their measured intelligence
is 75%-90% of the average child, the ability to read comes about a year
later than most, and the rate at which they learn is 4/5 to 9/10 that of
the normal rate. Abstract thinking is difficult for a slow learner
and their attention span is short. A slow learner reacts slower than
average, self-expression is awkward and self-esteem is low. It is
hard to figure things out themselves, especially if given multiple step
instructions. Most slow learners function below grade level in all
subject areas and generally score consistently low on achievement tests.
It may appear that slow learners are not capable of learning however, Servio
Carroll wrote, “slow learners are handicapped in the regular classroom
to approximately the same degree as students with average abilities when
competing with gifted students.” They are able to learn although
the mastery of skills comes much slower.
On a national level not much is done to accommodate the slow
learner. No special services are provided nation wide, nor are there
services provided at a state or district level. It is up to the teachers
and parents to provide the help needed for slow learners to progress. School
psychologists are available to give advice and inform teachers and parents
of strategies to use to assist slow learners. However, the service is provided
by the classroom teachers. We are fortunate enough in our school
to have a SAP (Student Assistance Program) Team who works very hard at
looking for new strategies and resources to help teachers with slow learners.
Today a teacher is likely to have three to five students who
are slow learners. So it is very important that we take the time to learn
how to accommodate these students in our classrooms. The goal of
helping a slow learner is not to get them performing at grade level, but
to get them performing at their highest level possible. This level
is different for all students, whether they are a slow learner, average
or above average However, once told that a student does not qualify for
special education services, it is left up to us to help the child with
only the help of the SAP team. Sadly, we are not alone. Someone
needs to reach out to these students and there are numerous strategies
and interventions we could try. A few things I have tried in my own room
are
the use of volunteers, peer tutoring and reducing the amount of work required.
Volunteers are a must. We do not have the time to give students the
one on one help that many need. The added adults in the room make
it easier to give attention to those who need extra time or instruction.
The volunteers shouldn’t be used to give initial instruction, but to reinforce
what has already been taught. Peer tutors are great to use in addition
to volunteers. Sometimes by simply placing the right students together
in pairs or group situations you can utilize peer tutoring without drawing
attention to the slow learner. Last, I will reduce the number of spelling
words or math problems to name a few, because this reduces the level of
stress and is less likely to overwhelm the student.
There are several other strategies that are useful. Computers
are great to use in the classroom. Computers never tire or get interrupted
making the drill and practice more effective and fun. It is important
to allow the student time to get out of his/her seat to let off energy
and relieve a little stress. A classroom that utilizes centers is
good for this. In giving instructions you should say the child’s
name or touch them before giving the direction, write the directions on
the board or paper for each child to keep, and ask that the student repeat
the direction orally. This helps to reinforce the direction and gives
them something to refer back to if they forget. Once the student turns
in the work or answers orally, provide immediate feedback. This assures
the student of their answer or allows them to correct the answer and keeps
them on task. The hardest, and probably the most important,
strategies is to provide three or four hours of academic work. Slow
learners are not efficient learners and therefore require more hours of
academic instruction to keep pace.
Remember, it is up to us to determine who is a slow learner and
to do our best to meet the needs of slow learners in our classrooms. There
are no special services available for them. So in order to effectively
meet their needs we have to educate ourselves and keep the lines of communication
open with the parents.
References:
Lowenstein, David Ph. D, Understanding and Helping the Slow Learner.
http://www.clubtheo.com/momdad/html/dlslow.html
Shaw, Steven R. Ph. D, Academic Interventions for Slow Learners.
http://www.nasponline,org/publicationscq285slowlearn.html
Carroll, Servio, Accommodating the “Slow Learner” in the Classroom.
http://www.aas.ru/Academics/counselor/teach/slolrner.thml
Author unknown, Field Guide to Slow Learners. http://school.clattenburg.com/sped/slowlearner/html
slowlearners.html