Identifying Slow Learners

Helping 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	Materials	Assignment	Management Techniques	Miscellaneous
change seating	use a variety: calculators, typewriters, learning games, etc.	simplify and/or shorten	employ direct, positive contact	refer to the Student Study Team for alternative ideas
reduce distractions (e.g. study carrels)	incorporate all learning styles (auditory, visual, kinesthetic)	make individual contracts	provide immediate feedback	discuss ideas with other school personnel
use parent volunteers	use materials available from Chapter I and other sources	try alternative instructions and testing (e.g. art work, use of tape recorder, verbal vs. written responses, "show me" techniques, mapping and clustering)	circulate around the room	review cum folder
cross-age tutors, aides, and peer-tutors	incorporate computers as a tool for instructions, drill, and reinforcement	require shorter tasks	call student's name or touch them before giving directions	restructure expectations
allow for grouping with other classes	use advance organizers	give specific instruction	write directions on board or give each student a sheet of directions
compensate for physical problems of classroom	use heterogeneous grouping	have student repeat assignment directions orally	provide opportunity for built-in success
reduce the length of school day	use cooperative grouping
give the student time out of his seat to let off energy	provide guided practice for skills taught
cross-classroom grouping

WORKING WITH SLOW LEARNERS

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.)