Multiple Sclerosis
Progress:
Tips for teachers on how to aid students suffering from Multiple Sclerosis
Each individual who suffers from MS will be different. For this reason it is important to be aware of gaps in your own knowledge and be understanding in your attitude towards students.
Common misconceptions about Multiple Sclerosis
It may be very frustrating for students who feel that others have a lack of understanding about their condition.
Though common for a variety of reasons, not all sufferers of MS will be noticeably physically disabled, or permanently disabled. Sometimes every day symptoms may go unnoticed and unconsidered such as poor coordination and balance. Furthermore though a student may be in remission this neither means that they are or are not still experiencing symptoms.
Fatigue and concentration particularly in working environments can be a major issue for those in remission or not, and this may commonly be cast aside as ‘laziness’. It is important to understand that this is why a sufferer may appear tiered and to take this into consideration.
Practical tips for enhancing learning experience
- If you become aware that a student suffers from Multiple Sclerosis, it is important to ask them about their limitations and any problems they may experience day to day. To avoid making the student uncomfortable, it is best to talk to them in private either after class or at a pre-arranged a time. Many students may feel uncomfortable in describing their situation without being prompted to first, and will appreciate you taking an interest in their condition and their learning. This will make the students feel a bit more confident about sharing their experience.
- Ask what and if there are particular things that you may do as a teacher to aid in their experience, it will also be a personal opinion depending on particular symptoms. For example, if the student has poor hearing they may like to rely more on facts in writing or eye contact in order to understand what is conveyed. Depending on physical abilities, it may also help to understand what works best for them in terms of recording information (typing, writing, audio recording etc.). Discuss with the student the assessments and requirements of the particular subject. Ask if they feel that any of the requirements might be an issue for them (for example handing in an assignment by the due date because of fatigue, or making a presentation with a severe body tremor or stutter as a result of increased anxiety levels). Try and discuss what both you and the student can do to aid in this situation.
- A very important aspect is making the learning environment a comfortable place. This can be achieved by making sure things are accessible with furniture arranged logically. For instance, if a student was in a wheel chair or with a walking aid, clear the room from the doorway so they are able to get through and find a place without problem. This will save the student feeling embarrassed or awkward. A lot of people may feel uncomfortable asking for help, so in preventing instances where assistance may be required will relieve stress.