General Characteristics
Classroom Strategies Students who are slower learners are as individual as any other group of students. It is important to conduct an assessment of ability before labelling any student as a slower learner. This assessment must be conducted by a qualified professional, such as a psychologist or psycho-educational consultant. Slower learners may be able to achieve success in a modified program in a regular classroom when they are given additional support. Some students may require specific instruction in these areas:
gross and fine motor skills communication skills social skills, including personal independence and social responsibility life skills reasoning and problem solving skills memory.
Classroom Strategies Most students who are slower learners benefit from being placed in a classroom with other students their own age, some of whom are progressing at a more typical rate. These better achievers provide a good model for the slower learning students to copy, in both academic and social skills. Secondary school students who learn slowly need clear and concrete educational objectives, determined in consultation with parents and community partners, such as the local Association for Community Living. Together, you can plan a program of increasing community integration and work experience/work placement opportunities.
Receptive Language
support verbal communication with body language, such as using gestures (pointing, air drawing size or shape), and changing voice quality use verbal labels for objects and actions in the classroom, hall, and yard use short, clear phrases motivate learning with the use of praise and time with favourite activities help the student interact with other students in the class introduce new concepts slowly; use many examples; allow lots of practice time teach concepts in context to make ideas 'real' teach the same concepts and skills in many situations so skills are generalized
Expressive Language
make sure the students have chances to use language with their peers teach the student appropriate ways to express needs and frustrations allow extra time for the student to respond to a question or situation, as information retrieval and processing may be slower than usual encourage appropriate responses and learning with motivators, such as praise and time with favourite activities
Academic Skills
use learning aids, e.g., number lines, calculators, counters, and tape recorders involve the student in tasks which have a good probability of success, e.g., in cooperative learning reduce the amount of written work by providing assignments, such as fill in the blanks use one-step instructions and check frequently for understanding prepare alternative activities focusing on basic skills, e.g., list making use concrete materials whenever possible, but keep materials age appropriate focus on making small achievable gains
Social Skills
establish well defined classroom routines plan cues and reinforcers so the student progresses constantly towards independence assign a buddy to assist the student in learning class and yard routines provide consistent and firm expectations with natural consequences make sure students can imitate and practice socially appropriate skills teach appropriate ways of getting help and/or getting attention
See also:
Learning Disability Resources Adaptive Technology for Learning Disabilities General Education Sites
Special Education Resources 
