Invisable Disabilities: LD (A Mod 2 Reflection)

I spent a lot of time reading and re-reading case #15; it's definitely an interesting one as there are definitely no clear answers. There are so many possibilities, factors, and variables that it seems to be a sea of uncertainty where all you can do is "hope" you made the "best decision" for a student like Len.

I think one of the most fascinating things about LD are the extremely creative and tactful strategies which children come up with to hide it! If only they would initially think to put that sort of energy into overcoming it!

I think unless the student is a "squeaky wheel" the possibility of LD going undetected is very high. For example, a student like Len, while disorganized and performing low-academically, he's not particularly disruptive to a class. Sure he's late, but he's not defiant. Consequently, many teachers may just consider him to be a sweet kid who is scattered, without giving it much other thought.

I think Case 15 really hit home for me when Vicki introduced the RAP strategy. I am a firm believer in small strategies such as this for teaching at all grade levels (KWL charts, anchor charts, etc.). Not only can these resources function as your adaptations for your students with LD, but they're fantastic for students in general. I don't have a LD, but I absolutely thrive when someone gives me a strategy or mnemonic device to use while learning.

Additionally, the example goals that were set for Len were great for me to see. I often have trouble composing long-term and short-term goals because when I write them they usually end up looking the same. What I noticed though in this case is that Len's short-term goals are the smaller parts of his long-term goals; it's all about breaking it down.

Student's with LD are certainly good at hiding it in some instances, and I think our focus as teachers should be to always, whether you have identified students or not, diversify your teaching methods. Use different mediums and strategies which tap into the multiple intelligences. Be aware of your own dominant learning style and be sure to diversify outside of it. That way, your teaching with be effective for all the students in your class, LD or not.