Many teenagers have trouble with organization and study skills, but for those with learning disabilities being organized can seem as difficult as climbing Mount Everest. Although it may take practice, organization and study skills can be learned. Here are some ideas that parents and teachers can use to help make disorganization history:
1. Color-code sections of a three ring binder for each subject
For example, cover the math book with a red book cover, use a red folder for storing handouts, a red notebook for taking notes, and put a red dot in the corner of all math homework.
2. Planner or assignment book
Buy one or make your own. Make sure each subject is listed every day (and color-coded) and the day’s homework is written next to it. If there is no homework have the student write "none."
3. Mini-goals
Break long term projects into mini-goals with due dates and record them in the assignment book. For example, a term paper may have a mini-goal of choosing a topic due in two days and another mini-goal of finding five sources due in ten days.
4. Cell phone calendar
Long-term projects are easy for a student with a learning disability to forget, but he or she is rarely without a cell phone. Schedule a reminder of mini-goals in the calendar of the cell phone and the student will receive a text message reminder.
5. Checklist
All the homework is written down in an assignment book that never makes it home- sound familiar? Develop a checklist of items the student may need to bring home at night to complete their assignments. Hang it inside the locker so the student can check it before they go home.
6. Copy of books at home
If the checklist isn’t working, try asking the teachers if the student would be allowed to have an extra set of books to keep at home. That way even if the student doesn’t bring home the science book he or she can still complete the homework.
7. Highlighters
A great tool for study time. Have the student highlight key words and headings from his or her notes and turn each highlighted term into a study question. For example, if photosynthesis is highlighted, the question might be: list the steps of photosynthesis. The next night the student can ask him or herself the questions. If he or she gets stuck, the answers are highlighted in the notes.
8. Post-its
While reading an assigned article or textbook students can take notes on Post-its and stick them in the book. After the teacher has presented the material in class the student can move the Post-its to the corresponding part of his or her notes.
Remember practice, practice, practice! Organization isn’t a skill that is learned overnight, but when you have a plan it is a study skill that students with learning disabilities can learn.
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