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I think it's so easy for us as teachers to get to where we value a student's ability to perform academically more than we value the student. And in so doing, we short-circuit the process by which they might actually get better. People with learning disabilities can still learn, and we forget that at our peril.

Helping students find things that they are good at and building from there is so crucial. By the time they get to high school, they've gone through years of negative messaging that they can't do what their peers can, and the learned helplessness can shut down any effort on our parts to help them. Work from the positive!

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The young girl clearly felt a great deal of frustration and also isolation from her peers because of her reading/writing disability. She worked so hard to "catch up" with the others, only to still feel ostracized that she was different.

In addition to working with students with various strategies for teaching them reading/writing like the ones that have been reviewed in this unit, I think it's so important to help students find ways that they are successful. Lots of students with reading/writing difficulties are wonderful musicians, for example, or artists, or mathematicians. Finding ways to bring these skills into the classroom helps build their confidence as well as their acceptance with other students. I also think that talking about and helping struggling students and the full classroom community build a growth mindset is invaluable. Emphasizing the process of learning and the improvement in various skills is important in helping all students thrive.

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In the past, it seemed like she had anxiety about constantly being worried about how she would be perceived in a given learning situation and classroom.  She had challenges with dyslexia and spelling.  I think now, she feels pretty empowered and has embraced her disability as an opportunity to change the world through her uniqueness.

I think in elementary school, students do not feel the way she does until they get to middle or even high school.  It is more of a stigma behind having a learning disability as students or the student themselves notices key differences.  It’s up to the teacher to create a climate of tolerance and understanding of differences.

I would first begin to build a relationship with the student.  I would not focus on the disability at first.  I would focus on their abilities.  I would make a plan to highlight the student’s strengths and plan lessons or support teachers in the classroom to help that student’s strengths be highlighted.  Next, I would help identify students that would best work with the student with the learning disability in order to identify peer buddies or an ideal collaborative working environment.  Last, I would provide accommodations as listed on that students IEP or 504 plan that helps them access the general education curriculum.

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I think the girl in the video has had to overcome many obstacles to get where she is today. I know that living with a disability can negatively affect an individuals self esteem. From personal experience I know that most if not all kids suffer. I have seen it in my classroom and I have experienced it myself. As an educator I try to first let my kids know that they are not alone. i share my personal stories of struggle with my students so they know that they can overcome their disability and that it does not define them. Secondly, I try to give my students the best support using the best proven evidence based strategies. Lastly, I try to be patient with my students and offer lots of love, positive reinforcement, and time.

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The girl in the video clearly felt ostracized at times due to her struggles with reading and writing. From an early age kids are able to understand when they are falling behind and they are also able to understand that struggles come with it. It was frustrating for her because she felt like she often had to work harder than her peers. I see this with my kindergarten students and I saw it a lot with my fourth graders as well. I also saw the bullying that came along with it and tried everything in my power to show zero tolerance for it but I know it can still happen. This can often lead to behavior problems or even mental health disorders such as anxiety. As a teacher, I try to find a strength in each student as everyone has one! I love how she used art to show her learning in her own way. I try to follow the lead of that teacher and give my students opportunities to show their strengths as well.

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The young girl in the video was upset and felt different then all the other students in the class.  She did not understand why she was not the same as the other students.  Because she noticed the differences she felt the need to work harder just to keep up with the other students in the class.

I have had a lot of students with learning disabilities in my class and I have seen them get frustrated with the work they are asked to do.  It is harder when they get older and notice the difference in the work that is being asked of them.  They can feel ashamed because they feel they are doing baby work.

One thing that I do to help the student feel successful is make sure you set them to feel good about themselves. I am aware of the questions I ask and who I ask the questions from. You want the student to feel successful and not defeated before you start.

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The young girl in this video felt frustrated and discouraged in academic settings because it seemed as if it took her double the amount of effort to produce even half of what her peers were able to do. She, like essentially all students, had a desire to please and to succeed, so she felt as if she must always work 3x harder than her peers if she wanted to amount to anything.

I can't imagine the feelings of lack, helplessness, and anger that having a disability that you cannot control could bring up in this young lady's life, and in the lives of our own students.  I think that many of our students with learning disabilities felt the same way this young lady felt. In fact, this video reminded me of one of my students, "T", who, try as she might, always feels like she is behind all of the other students and will never be able to catch up. I would see frustration and hurt on her face often when she was muddled by an assignment that everyone else just seemed to "get". I tried to teach her to be patient with herself, but there were some trying times for the both of us.

This is why, again, it is important to build relationships with your students. "T" and I have an amazing relationship now that transcends outside of the classroom walls - all because I was patient enough to take the time to provide her not only with additional help, but with words of encouragement that would uplift her spirits when things got hard for her, as they often did in the academic setting. I had high expectations for her (as I do for all of my students), and with help and time, she was able to meet, beat, and exceed them.

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The girl in the video expressed frustration with not just the obstacles that dyslexia put in front with her, but with the perceptions that others had of her due to her diagnosis. She also felt a driving necessity to work harder than others in order to make up a "deficit" that dyslexia created for her.

While it's hard to generalize, I would say that it is fair that many students with learning disabilities experience frustration with the innate challenges of those disabilities and feel myriad emotions regarding the social pressure that is put on them. With this in mind, one of the biggest things I can do for students with learning disabilities is establish a classroom culture that allows them to feel comfortable taking risks and making mistakes. The girl in the video discussed how the felt the inclination from others to judge her based on the smallest of errors and how one of the only spaces that she felt comfortable and competent was art--a space where her errors were not scrutinized and were just a part of the process. If I can cultivate that same feeling in my own classroom for students with learning disabilities and dispel the notion that the student needs to be "perfect" (by creating an environment where all students are comfortable making mistakes and see it as a necessary step in learning), I think there can be great success for all students.

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The girl felt frustrated and discouraged because of her struggle with reading and writing. It made her feel isolated because she felt like she couldn't learn as quickly as her peers and had to work 3x harder than them. She did find solace in art class because she didn't feel pressured to be perfect and her mistakes were more appreciated which helped her confidence. I would assume many students with learning disabilities feel similar to the girl in the video because they do have to work much harder to succeed at work their peers may find easy.
One thing I would do for students who I notice may have a learning disability is to provide them with extra opportunities to get one-on-one help from me as their teacher or a peer who is performing very well. This way the student has the opportunity for extra instruction and chances to ask questions without fear of judgement for his/ her peers.
Another thing I would do is express patience and grace over grading. I would allow the student to attempt multiple times in order to gain the correct information. I would emphasize the student's progress is more important than their grade and keep pushing them to grow.

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The girl in the video felt different and frustrated in a way. She felt frustrated because other students were able to learn things quicker than she was able to. She always had to begin studying immediately and felt she had to work harder than everyone else. However, she did take initiative and used strategies that helped her specifically. One way I can help students who suffer from a learning disability is to let them know I am here to help and then use organizers, as the girl said, graph paper, post it notes, make another video explaining the content again for my students to view later when they need help, and offer additional scaffolded strategies that I believe will break down the content to make it easier to comprehend. Being consistent with my teaching as well as patient are all important things to remind ourselves as we teach students with learning disabilities.

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The girl felt discouraged in reading and writing. She felt in order to be ahead, she needed to work 3 times harder to be learning at the same rate as her peers. She took initiative to study by having a tutor help her. She did feel confident in her art abilities. It was a relief to her to be able to do art because there was no structure or rules for her to follow.
One thing I can do for students who I notice may have a learning disability is also provide them with a one-on-one tutor. At Maupin, we have the Every1 Reads Program. Volunteer reading tutors come in and pull students for 30 minute lessons. In the past, I have used their services and I highly recommend because I noticed significant improvement with my students who struggled to read or identify common sight words. Also reassuring your students that struggled with their disability that we are in this together and that you believe in them helps boost their confidence!

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The girl was frustrated which brings out anger. I'm sure all kids with any type of disability feels this way. When I was younger, I was taught that you didn't talk about these things, any issues you had, even in learning. But since I've been teaching, especially with older students, I feel when we acknowledge our barriers, collectively, we come up with solutions to knock down or go around those barriers. When I bring up issues I've had with learning, or even life, students are more willing to voice their difficulties, and ask for assistance. I think that's key, when a student feels comfortable enough to ask. I tell my students when they acknowledge their disability, they take back the power, they are in control, not the disability. It makes me very proud.

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The girl in the video felt isolated and different. She also felt frustrated because of her disability and the way she had to do things differently than her peers. I feel that a lot of students feel this way when they are identified as different than their peers. Even little kids just want to fit in and be accepted. Being identified as having a learning disability can be very difficult growing up because you have to learn differently than others even if you don't want to. My dad did not have a learning disability but he had a speech impediment. He did not think there was a problem and hated going to a speech therapist until one day he was trying to tell a peer his name and they did not understand him. That was really embarrassing for him and started to take speech classes seriously after that. I think that is an experience that many kids go through, because they don't want to be different. It is our job to reassure them and make them feel comfortable to ask for help and provide them the structures they need to succeed.

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The girl felt judged and angry that people treated her differently because of her learning disability. She also felt stressed and frustrated when she had to study more than her peers and every day, while working, she was constantly reminded that she had a disability. I think all kids with learning disabilities probably feel the same way. It is hard to adjust when you know you don't learn the same as your peers and it can be frustrating when the work is more challenging for you. I also think these feelings can be changed, though, with the guidance of an adult who can teach these students how to properly cope and overcome their learning disabilities. Something important that she mentioned was that we shouldn't prejudge students with learning disabilities and that they are not illiterate. We should hold them to the same standards and expectations as our other students and be patient and supportive to their differences. I also think it is important to build relationships with these students so you can find out from them their strengths and weakness and use those to help them excel.

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The girl in the video felt frustrated and annoyed for having to work so much harder than the other kids to perform at the same level, angry when people couldn't look past the one word of "dyslexia," and worthless at times. I imagine that most kids with learning disabilities likely feel these same emotions because they are probably treated in similar ways and have to work just as hard to achieve their goals and not be viewed differently because of something they cannot control. I could help a child struggling with a learning disability by checking in with them often, not putting them on the spot during class (or at least giving them a heads-up), and providing positive support based on the strategies they say are most helpful. If they don't know any strategies, I could do some research depending on their specific learning disability, and we could try out a few to see what works.