Research

I'm still waiting to hear from Alaina, but in the meantime I figured I'd start doing my own research.  It's been pretty generic so far, really only glazing over the subject--what I really need is the firsthand account I'll hopefully be getting from Alaina and her peers.  However, I did find a list of traits that I think will be very helpful when considering my audience.  According to this webpage...

"A learning disabled student …

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  Has poor auditory memory—both short term and long term.
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  Has a low tolerance level and a high frustration level.
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  Has a weak or poor self-esteem.
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  Is easily distractible.
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  Finds it difficult, if not impossible, to stay on task for extended periods of time.
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  Is spontaneous in expression; often cannot control emotions.
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  Is easily confused.
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  Is verbally demanding.
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  Has some difficulty in working with others in small or large group settings.
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  Has difficulty in following complicated directions or remembering directions for extended periods of time.
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  Has coordination problems with both large and small muscle groups.
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  Has inflexibility of thought; is difficult to persuade otherwise.
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  Has poor handwriting skills.
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  Has a poor concept of time.

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This webpage also lists the following tips for instructing these types of students:

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• Provide oral instruction for students with reading disabilities. Present tests and reading materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
• Provide learning disabled students with frequent progress checks. Let them know how well they are progressing toward an individual or class goal.
• Give immediate feedback to learning disabled students. They need to see quickly the relationship between what was taught and what was learned.
• Make activities concise and short, whenever possible. Long, drawn-out projects are particularly frustrating for a learning disabled child.
• Learning disabled youngsters have difficulty learning abstract terms and concepts. Whenever possible, provide them with concrete objects and events—items they can touch, hear, smell, etc.
• Learning disabled students need and should get lots of specific praise. Instead of just saying, “You did well,” or “I like your work,” be sure you provide specific praising comments that link the activity directly with the recognition; for example, “I was particularly pleased by the way in which you organized the rock collection for Karin and Miranda.”
• When necessary, plan to repeat instructions or offer information in both written and verbal formats. Again, it is vitally necessary that learning disabled children utilize as many of their sensory modalities as possible.
• Encourage cooperative learning activities (see Teaching with Cooperative Learning) when possible. Invite students of varying abilities to work together on a specific project or toward a common goal. Create an atmosphere in which a true “community of learners” is facilitated and enhanced.

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In considering this project, I also realized I can go in and talk to our very own Lita Clary over at Counseling and Student Support Services for more in-depth information on how to work with these types of students.  She recently gave a talk to the SCAD Mentors and Tutors, focusing primarily on dealing with Asperger's Syndrome, which is a form of autism that is growing increasingly more and more common--currently, 1 in every 110 births has Asperger's.  She has already been very informative about this disability, so I think it would be worth going to talk to her to see if she can provide me with any additional information.