Characteristics of slow learners:

1. Functions at ability but significantly below grade level.

2. Is prone to immature interpersonal relationships.

3. Has difficulty following multi-step directions.

4. Lives in the present and does not have long range goals.

5. Has few internal strategies (i.e. organizational skills, difficulty transferring, and
generalizing information.)

6. Scores consistently low on achievement tests.

7. Works well with "hands-on" material (i.e. labs, manipulative, activities.)

8. Has a poor self-image.

9. Works on all tasks slowly.

10. Masters skills slowly; some skills may not be mastered at all.
Interventions to meet the needs of the Slow Learner

Management
Environment Materials Assignment Miscellaneous
Techniques
change seating use a variety: simplify and/or employ direct, refer to the
calculators, shorten positive contact Student Study
typewriters, Team for
learning alternative
games, etc. ideas
reduce incorporate all make individual provide discuss ideas
distractions learning styles contracts immediate with other
(e.g. study (auditory, feedback school
carrels) visual, personnel
kinesthetic)
use parent use materials try alternative circulate review cum
volunteers available from instructions and around the folder
Chapter I and testing (e.g. art room
other sources work, use of
tape recorder,
verbal vs.
written
responses,
"show me"
techniques,
mapping and
clustering)
cross-age incorporate require shorter call student's restructure
tutors, aides, computers as a tasks name or touch expectations
and peer-tutors tool for them before
instructions, giving
drill, and directions
reinforcement
allow for use advance give specific write directions
grouping with organizers instruction on board or
other classes give each
student a sheet
of directions
compensate for use have student provide
physical heterogeneous repeat opportunity for
problems of grouping assignment built-in success
classroom directions orally
reduce the use
length of school cooperative
day grouping
give the student provide guided
time out of his practice for
seat to let off skills taught
energy
cross-
classroom
grouping

WORKING WITH SLOW LEARNERS

• Reduce distractions by providing a quiet, private place to work.

• Emphasize strengths. Use lots of praise and reinforcement frequently.
• Make lessons short. Limit the working time and have several short work
periods rather than one long one.
• Add variety to the academic routine. Do active things and use educational
games, puzzles, and other techniques as much as possible.
• Work on material that is somewhat challenging but allows success. Work
that is too hard or too easy is a turn-off.
• Make learning fun and comfortable. Your positive attitude is very
important.
• Encourage your child to talk to you. Ask what he did in school. Ask what
was the best part of his/her day. Ask questions about the TV shows he/she
watches. Talk about what he/she has heard, done, and plans to do.
Communicate with your students.
• Go over his/her daily work to reinforce the learning. Slower learners need
repetition.
• Provide meaningful, concrete activities rather than abstract.
• Give short specific directions and have your child repeat them back to you.
• READ! Set an example by reading yourself. Read to your child and have
your child read to you.
• Work closely with the teacher to help strengthen academic areas that are
weak in school.
• Stress the importance of education.
• Encourage your child to explore areas of interest to him/her. Career
opportunities often come from these interests.

(Source: Material supplied by University of Central Florida, School

Psychology/Counselor Education Programs--Dr. Carl Balado.)