Characteristics Of Slow Learners

Characteristics of slow learners: 1. Functions at ability but significantly below grade level. 2. Is prone to immature interpersonal relationships. 3. Has difficulty following multi-step directions. 4. Lives in the present and does not have long range goals. 5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and generalizing information.) 6. Scores consistently low on achievement tests. 7. Works well with "hands-on" material (i.e. labs, manipulative, activities.) 8. Has a poor self-image. 9. Works on all tasks slowly. 10. Masters skills slowly; some skills may not be mastered at all.

Interventions to meet the needs of the Slow Learner Environment change seating

reduce distractions (e.g. study carrels) use parent volunteers

cross-age tutors, aides, and peer-tutors

allow for grouping with other classes

compensate for physical problems of classroom reduce the length of school day

Management Miscellaneous Techniques use a variety: simplify and/or employ direct, refer to the calculators, shorten positive contact Student Study typewriters, Team for learning alternative games, etc. ideas incorporate all make individual provide discuss ideas learning styles contracts immediate with other (auditory, feedback school visual, personnel kinesthetic) use materials try alternative circulate review cum available from instructions and around the folder Chapter I and testing (e.g. art room other sources work, use of tape recorder, verbal vs. written responses, "show me" techniques, mapping and clustering) incorporate require shorter call student's restructure computers as a tasks name or touch expectations tool for them before instructions, giving drill, and directions reinforcement use advance give specific write directions organizers instruction on board or give each student a sheet of directions use have student provide heterogeneous repeat opportunity for grouping assignment built-in success directions orally use cooperative grouping Materials

Assignment

give the student provide guided time out of his practice for seat to let off skills taught energy crossclassroom grouping

WORKING WITH SLOW LEARNERS • • • • • • •

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Reduce distractions by providing a quiet, private place to work. Emphasize strengths. Use lots of praise and reinforcement frequently. Make lessons short. Limit the working time and have several short work periods rather than one long one. Add variety to the academic routine. Do active things and use educational games, puzzles, and other techniques as much as possible. Work on material that is somewhat challenging but allows success. Work that is too hard or too easy is a turn-off. Make learning fun and comfortable. Your positive attitude is very important. Encourage your child to talk to you. Ask what he did in school. Ask what was the best part of his/her day. Ask questions about the TV shows he/she watches. Talk about what he/she has heard, done, and plans to do. Communicate with your students. Go over his/her daily work to reinforce the learning. Slower learners need repetition. Provide meaningful, concrete activities rather than abstract. Give short specific directions and have your child repeat them back to you. READ! Set an example by reading yourself. Read to your child and have your child read to you. Work closely with the teacher to help strengthen academic areas that are weak in school. Stress the importance of education. Encourage your child to explore areas of interest to him/her. Career opportunities often come from these interests.

(Source: Material supplied by University of Central Florida, School Psychology/Counselor Education Programs--Dr. Carl Balado.)