Teaching History to Students With Learning Disabilities

Introduction

Our understanding of time's passage and our place in the history of the world is important to our growth and evolution. Lacking a sense of time and space, one is prone to become disconnected from the world around them. While it can be frightening to be trapped in a moment in time without any awareness of one's position in space, this is precisely the experience of people classified as having Profound and Multiple Learning Difficulties (PMLD) (Tony Jones, 2013). Adolescents who have learning disabilities (LD) face a number of challenges with the strict application of Common Core State Standards for literacy when considering subjects such as social studies and history. Besides the challenges they already face with reading, students with LD are required to engage in reasoning and thinking at a high level.

For teachers to provide an environment that enables these students to learn effectively, they must have a thorough understanding of each student's specific needs while simultaneously attending to the expected academic standards. Teachers can use proven instructional methods and collaborate with others who are willing to help and provide support. Content enhancement is one of the evidence-based practices that works well with adolescent students with LD (Janis A. Bulgren, Patricia Sampson Graner, & Donald D. Deshler, 2013).

Teaching high school students with LD history can be very difficult (Carole Boudreau, Anne Rodrigue, Veronique Parent, Julie Myre-Bisaillon, & Annick Tremblay-Bouchard, 2014). Comprehending historical content requires several skills, including:

• the capacity to memorize and recall information;
• using extensive and specific vocabulary;
• understanding and applying concepts;
• having the capacity to read multiple texts in order to acquire and connect new ideas and knowledge;
• being able to comprehend content delivered in fast-paced formats such as lectures; and
• using specific and complex comprehension methods and strategies.

It is also important that students with gifts and talents are given the opportunity to socialize and work with similarly gifted peers. A number of schools reserve teaching positions specifically for instructors who have specialized in helping talented young students (Candy Bear & Cheryl Mason Bolick, 2013).

Multi-Sensory Referencing and Memory Books

Multi-Sensory Referencing

Multi-Sensory Referencing is a system used to aid deduction and thereby the development of self-awareness at a given moment in space and time, so that one develops the capacity to attune to the present. Several approaches can be taken when using this system, and many techniques are combined to form a holistic approach. The system utilizes techniques such as sensory cueing, spatial and temporal sensory referencing, creation of a responsive environment, development of tangible symbols, objects of reference, and environmental engineering.

Memory Books

A memory book can make use of an already existing diary or can be created by combining blank sheets in a ring binder. A memory book tends to thicken with every attachment, so it is not advisable to use a fixed book. Loose-leaf books such as ring binders make excellent memory books and can be used by both young and old learners. Any person who experiences cognitive impairment can benefit greatly from using memory books.

Repeated story lines can also help enhance learning experiences for people with learning disabilities. Story lines may be stored in a device such as a Big Mac communicator so that the person with a learning disability may verbalize a given line at a given point in a sensory story. This exercise may require substantial support from staff at the beginning. Over time, as students learn to use the devices and become familiar with them, they will need less assistance and will be able to learn more independently. It is a good idea to have the story line flow in a pattern with another repeated analogy in order to help students anticipate the text. Memory books can be very useful in helping students with LD cognitively engage with history, as their references are not abstract and are created by the learners themselves with the help of another person (Tony Jones, 2013).

Managing Adverse Reactions and Sensory Techniques

Adverse Reactions

The startle reflex of people with PMLD is often relatively strong. As an illustration, consider Tim, who hits a switch causing his toy rocket launcher to make a loud starting sound. He becomes startled, and visible signs of upset appear on his face. The staff, noticing that he is distressed by the situation, removes the offending toy and argues that because he had an adverse reaction, they will find him a replacement that will not frighten or upset him. While the staff may be acting in Tim's best interests, they miss a very good opportunity to encourage Tim to persist with the challenging stimulus and monitor how his reaction changes over time (Tony Jones, 2013).

Consider what happens if Tim has a switch connected to a POLE (Person-Object-Location-Event) event that startles him as described above. He is startled the first time he hits the switch, and again the second time. By the third time, we can expect a reduction in his startle response, and the reaction diminishes with each subsequent encounter. By observing Tim's response over time, the observer notes that Tim has become accustomed to the POLE event (Tony Jones, 2013). It is not coincidental or an aberration that Tim becomes accustomed to the event. What is happening is that he is now anticipating it and is therefore no longer startled when it occurs. The switch has become linked to the event in Tim's mind; he has connected the cause-and-effect relationship between the two. Understanding that hitting the switch creates a loud sound, Tim's anticipation of that sound makes him compliant and his startle reaction subsides.

Teachers should understand the concepts of anticipation and order thoroughly as they relate to students with learning disabilities, since these concepts are instrumental in developing effective learning strategies. Teachers should also be aware of events that offer them the opportunity to observe students' reactions to different situations.

For Learners with an Inability to Feel the Sense of Touch

A technique commonly used in this situation involves preparing at least five cards. Random shapes with no specific meaning are depicted on the cards, with each card showing only one shape. One card is designated the correct choice, and the learner is taught to identify it through associations and combinations until he or she can independently select the specific card using a yes/no response in a blind presentation. The blind presentation involves shuffling the cards and presenting them face-forward one at a time so that only the learner can see the figure on each card. The aim is to prevent the staff member from cueing the learner, either intentionally or inadvertently. Cards are presented one by one until the learner selects the correct card; rejected cards are returned to the pack. If the learner selects correctly, they are rewarded. If the wrong card is chosen, the exercise is suspended for a few minutes to divert attention before resuming (Tony Jones, 2013).