Practitioners commented on programming and instructional adjustments needed for these students. Practitioners said teaching the student with learning disabilities “requires attention to learning styles and use of a variety of techniques and assessment tools” and “often aids are needed.” “Learning disabilities students take more instruction time than other students,” “more individualized instruction” and/or “extra time to accommodate learning.” “Often separate programming is required”, there is a “need for instructional repetition” or “these students require shorter assignments with task breakdown”. One practitioner remarked: “It slows down the class as a whole.”
The central concerns practitioners have about the necessary adaptive approaches described above refer to extra practitioner energy and time required, the allocation of tutor resources and staffing limitations.
Practitioners expressed concerns for both students with learning disabilities and those without learning disabilities in the classroom setting. Practitioners were concerned about the emotional needs of students with learning disabilities. Issues identified were “sensitivity to laughter”, “internalizing negative feelings associated with having a learning disability”, “bursts of anger” or “crying” because of their difficulty learning. The rest of the class “are not sure how to react to acquired behaviors of learning disabilities students, interpreting, wanting to be the first”. A practitioner expressed concern their “learners without learning disabilities get less attention”.
Some practitioners (24%) indicated having learners with learning disabilities does not affect the classroom environment. They commented on a variety of approaches that appear to create an environment successful for multi-level learning.