I do hope you have.
And if you've wondered what to do next, then you must read Melinda Pongrey's article, "Dyslexia and High School,"
This article will help you gain some perspective on the challenges facing students with learning disabilities in your classroom. Melinda was allowed to observe what was happening in a high school Literature class as part of her work with a particular high school student. What she found was typical, yet disturbing, as it revealed the use of instructional methods that prevented her student's success.
Fortunately, she included numerous alternatives for the following commonplace classroom activities:
First task: Copy the definition of a vocabulary word from the overheadNeed alternative ideas? Look at these wonderful options to the fifth task, "Listen and write four dictated questions on a piece of notebook paper":
Second task: Note the date of the upcoming vocabulary
Third task: Read a paragraph aloud from the overhead
Fourth task: Read To Kill A Mockingbird silently for 15 minutes
Fifth task: Listen and write four dictated questions on a piece of notebook paper
Sixth task: Listen to class discussion, then hand write the answers to the dictated questions
And you may find what helps your students with LDs and/or IEPs, benefits all your kids.
Because listening and writing are not accurate and automatic for many students who have dyslexia, the seemingly "simple" task of copying dictated questions is NOT EASY. Processing difficulties could be bypassed by using the traditional format of handing out a paper with the questions printed on it.
Or, more interestingly, the teacher could post the questions on a classroom blog or website for students to access in the class or in the library or the cafe or when at home. Even more engaging, would be to text message the questions to the student's cell phones. Students could text-message the answers back to the teachers e-mail using the free software Jott? Cool? Even cooler is the word prediction support on cell phones, which aids spelling and writing.