Secondary schools are required to make accommodations/modifications for disabilities. Accommodations do not change the grade level of content or task. Modifications do alter the grade level of content/task. However, since post-secondary education is elective and universities do not receive federal funding, they do not have to provide such. A student has to be a good self-advocate to let the instructor know how he learns the best.

It is amazing that people with actual brain processing functions were often labeled as dumb. They just need to learn in a different way. It is not a matter that they cannot learn, they may just need extra support and time. Some behavioral problems may actually be a processing or learning disability that exhibits as bad behavior. But, as a teacher, I see students take advantage of their diagnosis to get away with other issues.

I never knew about the specific phases of learning letters, shapes, and sounds to read. It is interesting to know about specific problems. I knew that learning disabilities were many and varied depending on the part of the of the brain affected.

Awareness: Recognizing one's own cultural biases and assumptions.
Respect: Valuing diverse perspectives and backgrounds.
Communication: Effectively engaging with students from different cultures.
Adaptability: Adjusting teaching methods to accommodate diverse learners.
Inclusion: Creating a welcoming environment for all students.

Learning preferences refer to the ways individuals prefer to learn, such as visual, auditory, or kinesthetic methods. Learning challenges, however, are obstacles or difficulties individuals may face in the learning process, such as attention deficits or language barriers.

Understanding language and literacy is crucial for instructors teaching diverse groups because it enables effective communication and ensures all students can access and comprehend the material, regardless of their primary language.

Intercultural communication considers each student holistically, integrating their unique experiences into the curriculum. The essential approach is to familiarize oneself with and involve every student.

An instructor should recognize that diverse groups of adults have varied learning styles, cultural backgrounds, and experiences. They should avoid stereotypes and instead focus on individual strengths, preferences, and needs to create an inclusive learning environment.

Comment on Roy Case's post: I appreciate what Roy Case shared about while his training material may be the same material he learned from how he presents this material can be different to the his class due to their life skills and knowledge.

Comment on Gregory Jorgenson's post: Building student confidence through hands on labs that match what the student will experience in the real word is paramount to building the intrinsic motivation necessary for success. We the instructors must be flexible in our material delivery so we can be successful with our training.