By Sarah Major, Child-1st Publications
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 two categories of personality: outgoing and reserved. We casually assign people we know one of those general labels, but it is not that simple. There are times when those who are outgoing 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 those who are usually more reserved 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' selfesteem 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.
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 Grandin, professor at Colorado State University, many autistics are visual
thinkers. Temple Grandin 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.
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.
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.
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!
Visit www.child1st.com for a wealth of multisensory teaching resources for various types of
learners.
Disclaimer: Internet Special Education Resources (ISER)
provides this information in an effort to help parents find local special
education professionals and resources. ISER does not recommend or endorse
any particular special education referral source, special educational methodological bias, type of special
education professional, or specific special education professional.