Slow+Learner


 * Slow Learner**

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A "slow learner" is not a diagnostic category, it is a term people use to describe a student who has the ability to learn necessary academic skills, but at rate and depth below average same age peers. In order to grasp new concepts, a slow learner needs more time, more repetition, and often more resources from teachers to be successful. Reasoning skills are typically delayed, which makes new concepts difficult to learn. A slow learner has traditionally been identified as anyone with a Full Scale IQ one standard deviation below the mean but not as low as two standard deviations below the mean. If a cognitive assessment (IQ test) has a mean (average) of 100, we expect most students will fall within one standard deviation of 100. That means that most students have an IQ of 85 to 115. Those who fall two standard deviations below the mean are often identified as having an[| Intellectual Disability] (IQ below 70). A slow learner does not meet criteria for an Intellectual Disability(also called mental retardation). However, she learns slower than average students and will need additional help to succeed.
 * __What does it mean to be a struggling learner or slow learner?__**

Typically, a slow learner has difficulty with higher order thinking or reasoning skills. This suggests that it will be more challenging to learn new concepts. New skills need to be based upon already mastered concepts. This can be difficult when the majority of the class has already mastered a concept and is moving on, while the slow learner needs more time. This can lead to gaps in knowledge and basic skills. The more gaps in a content area, the more challenging it is for anyone to learn new concepts. It's also important to recognize that these students are typically keenly aware they are struggling and self confidence can be an issue. They are prone to anxiety, low self image, and eventually may be quick to give up. They often feel "stupid" and start hating school. They spend all day doing something that is difficult for them, it can be very draining. Finding other activities that the student can be successful in is very important. There should be emphasis on strengths as well.
 * __What are some of the challenges educationally for struggling or slow learners?__**

Special Education services are provided for students who have a disability. Slow learners typically do not have a disability, even though they need extra support. Cognitive abilities are too high for these learners to be considered for an [|Intellectual Disability]. However, the abilities are usually too low to be considered for a [|Learning Disability]. Consider that a learning disability consists of discrepancies between average abilities and below average academics, coupled with a processing deficit. Slow learners tend to perform at their ability level, which is below average. To the disappointment of many, slow learners often do not receive special education services. See[| A Parent's Guide to Special Education Testing] for more information about testing. Although a student does not receive special education services, a student will require additional help, support, and accommodations through regular education!! Parents need to advocate for their child to be included in programs that schools already provide. [|Ineligible for SPED Services] might answer more questions on this topic.
 * __If these students struggle so much, why do are they often not eligible for Special Education?__**


 * __Additional Information regarding interventions for slow learners:__**

Working with homework: Challenging the child: Classroom interventions:
 * Provide a quiet place to work, (where the child can be easily observed and motivated).
 * Keep homework sessions short.
 * Provide activity times before and during homework.
 * Add a variety of tasks to the learning even if not assigned, i.e., painting a picture of a reading assignment.
 * Allow for success.
 * Ask questions about the assignment while the child is working.
 * Review homework before bed and before school.
 * Teach using a calendar to keep track of assignments.
 * Read to the child.
 * Use the "Threee Transfer" form of learning in which the student takes information and does three things with it besides reading. For example, read it, explain it to someone else, draw a picture of it, and take notes on it.
 * Be patient, but consistent.
 * Do not reward unfinished tasks.
 * Have the child do the most difficult assignments first and leave the easier ones for later. (Dessert Principle)
 * Take the child to exciting places where he/she sees that academic success is important. A trip to the local university, a walking tour to city hall, a visit to the fire station, or behind-the-sceness tour of a zoo are highly motivating.
 * Environment: Reduce distractions, change seating to promote attentiveness, have a peer student teacher, and allow more breaks.
 * Assessment: Use shorter tests, oral testing, redoing tests, short feedback times, reduce competion.
 * Assignments: Make assignments shorter and with more variation, repeat work in various forms, have a contract, give more hands-on work, have assignments copied by student.
 * Encourage the use of:
 * Grouping child with a patient partner
 * Learning about the child's interests
 * Placing the student in charge
 * Mapping, graphic organizers, and hands-on work
 * Bloom's taxonomy of tasks to make the assignments more appropriate