Is it really possible to sort people by their primary
characteristics into neat boxes with straight walls and no overlaps? Although
we tend to think of people that way, it almost always takes many subsequent
looks before we begin to fully understand the many facets of a person’s
personality. For example, look at the two categories of personality: extrovert
and introvert. We casually assign people we know one of those general labels,
but it is not that simple. There are times when extroverts may display a huge
degree of shyness or when they would love to melt into the woodwork and just
observe. There are other times when introverts find themselves comfortable
enough to “shine” unexpectedly.
The same applies to different types of learners. We have
come to the point in our society where every child seems to need a label and
one that details specifically how he learns or doesn’t learn. We have visual
learner, tactile learner, dyslexic learner, autistic, and many many other
labels. The implication is that each of those types of learners requires a
specific set of directions for how to teach them successfully. In doing
research, however, and as I have read the experts in each of the most common
areas of disability, one element keeps on showing up: the fact that so many of
these non-traditional learners learn best through pictures and hands-on
lessons.
Let’s look at what the experts have to say on this subject.
Visual-Spatial Learners
Linda K. Silverman, Ph.D., and Jeffrey N. Freed, M.A.T.
published an article that discusses what a visual-spatial learner is and how
these learners best understand information. Following are a few excerpts:
A visual-spatial learner is a student who learns
holistically rather than in a step-by-step fashion. Visual imagery plays an
important role in the student's learning process. Because the individual is
processing primarily in pictures rather than words, ideas are interconnected
(imagine a web). Linear sequential thinking — the norm in American education —
is particularly difficult for this person and requires a translation of his or
her usual thought processes, which often takes more time.
In most cases, the visual-spatial learning style is not
addressed in school, and these students' self-esteem suffers accordingly.
Traditional teaching techniques are designed for the learning style of
sequential learners. Concepts are introduced in a step-by-step fashion,
practiced with drill and repetition, assessed under timed conditions, and then
reviewed. This process is ideal for sequential learners whose learning
progresses in a step-by-step manner from easy to difficult material.
By way of contrast, spatial learners are systems
thinkers-they need to see the whole picture before they can understand the
parts. They are likely to see the forest and miss the trees. They are excellent
at mathematical analysis but may make endless computational errors because it
is difficult for them to attend to details. Their reading comprehension is
usually much better than their ability to decode words.
Concepts are quickly comprehended when they are presented
within a context and related to other concepts. Once spatial learners create a
mental picture of a concept and see how the information fits with what they
already know, their learning is permanent. Repetition is completely unnecessary
and irrelevant to their learning style.
A key component in the recovery of motivation for
visual-spatial learners is experiencing success. Individual tutoring should be
sought to help these students learn to use their strengths and build their
feelings of competence. Sincere praise works wonders. Spatial learners often
excel at activities such as Legos, computer games, art or music. Any skill in
which these young people experience success should be encouraged and nurtured.
Their skills, interests and hobbies may lead to careers in adult life.
(http://www.dyslexia.com/library/silver1.htm)
Those with Autism
Rachel Evans, author of two popular books, talks about
autism as it relates to learning. Following is an excerpt:
Reading Comprehension
Although many autistic children are able to read, some
parents find that comprehension can be an area of concern. Special education teachers and
parents of autistic children believe that autistic children learn best with
hands on or very colorful activities. Books with pictures, audio books, and
touch and feel books all work well.
Learning Words
According to Temple Grandlin, professor at Colorado State
University, autistics are visual thinkers. Temple Grandlin lived in the world
of autism and was diagnosed at a young age. Today, she uses her knowledge to
help others. The easiest way toward teaching autistic children reading is to
demonstrate words that aren't concrete. For example, a noun is typically
concrete and easy for the autistic child to picture. A word such as
"boy" is easy to relate to a mental image. However, words such as
"up" are harder for the autistic child to picture. When teaching such
words, the teacher should show the word by acting it out. Saying the word
"up" and lifting the arm goes a long way toward helping the autistic
child understand.
Teaching Methods
Most of the standard methods for teaching reading simply
won't work for an autistic child. Temple Grandin, the high-functioning autistic
woman mentioned earlier, explains that some autistic children learn to read
better with phonics and others with a whole word approach and still others a
mixture of the two approaches. One thing that may be of great help is testing
the child to see which approaches might work best and to evaluate strengths and
weaknesses
Final Tips
Reinforce what the child is reading with repetition. Read
books out loud, act them out, create visual aids and watch movies based on
books. Don't be afraid to try new things and be patient. It may take a while
when teaching autistic children reading to find the methods that work best for
each individual child.
(http://EzineArticles.com/?expert=Rachel_Evans)
Temple Grandin, professor at Colorado State University and
referenced above, expands on these ideas:
Anyone teaching an autistic child to read should remember
that many think visually. This means they are more likely to learn about words
and letters through visual stimulation. Almost every child has a special
interest, and autistic children are no exception. If they like trains, you may
want to use them as a visual guide to learning how to read. If they are
interested in the subject matter they are more likely to pay attention for
longer periods of time, and are more willing to learn because they will find it
interesting.
(http://www.grandin.com/inc/visual.thinking.html)
Dyslexic Learners
Studies from the National Institutes of Child Health and
Human Development have shown that for children with difficulties learning to
read, a multi-sensory teaching method is the most effective approach or
treatment. This is especially crucial for a dyslexic child. But what does it
mean? Using a multi-sensory teaching approach means helping a child to learn
through more than one of the senses. Most teaching in schools is done using
either sight or hearing (auditory sensations). The child's sight is used in
reading information, looking at diagrams or pictures, or reading what is on the
teacher's board. The sense of hearing is used in listening to what the teacher
says. A dyslexic child may experience difficulties with either or both of these
senses. The child's vision may be affected by difficulties with tracking,
visual processing or seeing the words become fuzzy or move around. The child's
hearing may be satisfactory on a hearing test, but auditory memory or auditory
processing may be weak.
(http://www.dyslexia.com/qagift.htm#981026)
Conclusion
So what does all this mean? One common thread running
through all of these articles is that many people who are diagnosed with
learning disabilities learn most naturally through images. If this is true, it
helps to simplify our approach to teaching many types of learners at once.
Instead of taking the time to create multiple plans, one for each child, why
not try a multisensory approach and incorporate visuals and movement into each
lesson? This will ensure that every learner is reached and make the teacher's
life simpler at the same time!
(One of our favorite multisensory products this season is the
Help at Home Kit that teaches sight words through visuals and movement without
resorting to flashcard drill and memorization.)
