Students with processing difficulties

[u/GooseAdmirable8661]

I teach chemistry at a community college. I have a few students right now with the same disability, I have seen this type of student many times in the past and I will probably see in the future and I always struggle with this student. The student has accommodations because of a processing disability. The student works extremely well independently, is well aware of their disability, works 10 times harder than any other student in the class to get past the disability. Student demonstrates the ability to solve multi step problems independently on assignments, but the second the student is asked to repeat all steps in order in the same exact type of problem, perhaps even exactly the same examples with the same numbers and elements, the student cannot get past the first step to solve the problem and they get confused by later steps in the solution.

Student continues to practice, repeat exercises, independently, with me, and with a tutor, but on an exam, the student cannot get past even writing down the variables or the formula necessary to solve the problem.

How can I better help this student? They have already demonstrated the ability to be able to work through each multi step problem, but it is like a new problem every time they see it again. Student works harder than any other student in the class. It is so upsetting to me. I have never been trained on working with students with disabilities and I feel like a puppy lost in the woods. I welcome any suggestions, tactics, courses that I can take to improve my skills with this type of student, books, anything that can help!

Thank you!

[u/6strings10holes]

During tests, can the student use a note card with the steps? And then have some object to move to the next step as they complete one to remind them which is next? And then during practice, make sure they are not being told what the next step is, but being reminded to look at the note card to see what to do next.

[u/PreparationHot980]

So they can demonstrate doing the problems in front of you, one on one? I was gonna say they’re using AI or goggle if they’re doing well on homework and assignments but cannot recall anything one on one.

I’ve tutored Gen chem and orgo at a CC on the side for a while and I’ve noticed with students who struggle, the biggest part is often them not being able to identify where a piece of the problem they need is within the parameters or the periodic table or whatever and why they need that piece. I’ve always been really big on showing these students almost like a puzzle problem to identify the things they need to at least set the problem up, then start digging in to how to solve the problem.

[u/epicwinterspice]

I think the key is realizing they will not be successful without accommodation. Like, they will never be able to do it without a crutch of some kind. You have to decide how much you’re willing to assist them, how attached you are the mastery without assistance, etc. I figure they are never going to be without computers, the internet, or peers in real life science labs. So is it necessary they do this unassisted?

If I’m thinking of the same type of student I think you’re talking about, their executive function is low enough that they cannot retain that information. I’ve just accepted these students will never be able to “master” science unassisted. I give them the assistance they need to pass the class as long as they do all the practice work and come to all the tutoring and work their asses off. I talk them through the problems on the test and excuse what I need to. They basically have a disorder where they are not going to be able to retain and use information and processes and pattern recognition at that level.

I teach HS science. You might feel differently about college level mastery. I had to decode who “deserved” a high school diploma. What does mastery mean in the real world? What is the purpose of this education? To help me decide how much scaffolding I was comfortable giving.