Target Populations
Module 14

The tutor will gain background knowledge for working with students with disabilities, non-traditional students, international students, and athletes.

The Tutoring Session:           

            Students can wear many "hats."  In one situation a person may be labeled "ESL" or English as a Second Language.  In another situation she may be labeled "non traditional" which may mean she has been out of school for a while and is older than her cohort group.  In another situation she may be labeled with a disability.  Depending upon the situation and the tasks being asked of the student learning may or may not be affected.  You probably have worked with many students who have been labeled at one time or another.  The important thing is not to look or think about the label, but to think about the person.            

In all cases, remember the student is the expert about their learning, so talk to him/her.  Find out preferences, strengths, and strategies that work for the student.  Also, remember that you are the expert about tutoring; good instruction is good instruction.   Tutors can always learn more techniques about communication, new strategies, and content but keep in mind all you do know!  If a student expresses a concern about being older than his peer group or discloses a disability, investigate their concern and then rely on the skills and knowledge base that you have built.  To continue your awareness of target populations and new approaches, attend specific inservice training sessions and talk to the Graduate Assistants and Coordinator. 

Students with Disabilities:

            Students with disabilities are students first so remember this when tutoring them.  Put the (apparent or non apparent) disability aside and concentrate on good tutoring strategies.  Feel free to ask the students how they learn best.  Just being considerate of the students and their needs will probably be the appropriate behavior to engage in.

You may observe some of the following situations:

*If a student is a wheelchair user sit, rather than stand, when talking to him. This puts you both on the same eye level and is more considerate. 

*If a student has a visual impairment or is in a wheelchair, and is trying to weave his way through the chairs, tables, book bags, etc., be proactive and move the objects in the way. 

* If a student is having trouble putting on or taking off a coat, or putting something in a book bag, say, "May I assist you…?" She can respond either way, but may very much appreciate your involvement. (Using the word "assist" is preferable to saying, "May I help you?")

*If a student is having trouble talking, maintain eye contact and be patient.

*If you didn't understand what was said, ask for it to be repeated.  This is better than faking that you understood and maybe getting it wrong.

*If a student is blind and he needs to walk through the LC, you may offer your elbow for him to hold on to as you guide him through the maze.

*For most people with disabilities, it doesn't mean you need to speak louder or slower (which are tendencies some people exhibit.)

* If a student comes in with a guide dog, assistant, or interpreter, direct your conversation to the student and not the person accompanying him.

*If a person is hearing impaired, speak directly to the person.  Facial hair can make lip reading more difficult.  If this is the case with a tutor and it seems to be an impediment, a change of tutors may be appropriate.

*If a student has impairment with a modality, use strategies that engage stronger modalities.  For example, if a student is visually impaired, using the closed circuit television or enlarging materials may help, but if they don't, rely more heavily on auditory and tactile tools.  Or, if a student is hearing impaired, you may need to write more information, draw diagrams, make flashcards, etc.  Review Module 10, Learning Styles, for additional ideas.

* If a student expresses a concern that he may have an undiagnosed learning disability or attention deficit disorder (ADD), additional information should be obtained from the Office of Disabled Student Development, SC 307, 285-5293.  Refer the student to this office and the website www.bsu.edu/dsd.

            Again, these situations fall into the category of courtesy and treating people as you would want to be treated.  You are encouraged not to ignore or hesitate getting involved with the students.  Module 3 contained information about administering tests for students with disabilities.  If desired, review this module.

Non-Traditional Students:           

            The term "non-traditional students" is defined differently among various departments on campus.  In the broadest sense, it means a student other than the typical eighteen-year-old student.  This could include a young student with a child or someone sixty years old who is entering college.  In looking at the non-traditional students' needs, one unifying thread is that they generally have more distractions in their lives outside of school.  These distractions (and responsibilities) may include jobs, child care, carpooling, marriages, and so forth.  Time management is a major concern.  Some students have developed good management and organizational skills because of added responsibilities and some students need help in adding college to their schedules.  The big strength that many non-traditional students have that they may not recognize is that they are often more goal-oriented and focused than traditional students.  Frequently, if tutors can build confidence and help get some of the rust off the non-traditional students' study habits, they will be very successful.            

            Occasionally, tutors will express unease at tutoring someone who is their parents' age.  And, conversely, sometimes older students express unease when asking for a tutor who is the age of their child.  These are concerns that probably are not well grounded and will dissipate as tutoring occurs when both parties "get down to business."  Remember that you, the tutor, are an expert in your area and you know how to provide good instruction.  However, as in all tutoring cases, if a match was made that is not very productive, a change in tutors can occur. 

International Students:

            International students bring with them a wealth of experiences.  Students who are chosen to study in the United States have generally been selected because their academic backgrounds were very strong.  They have been excellent students in their native lands.  However, coming to Ball State and participating in the American classrooms can be an exhilarating and/or a shocking experience for the students as they enter a classroom culture much different from anything in their past. It can be detrimental to their confidence.

Referring to students as ESL or English as a Second Language is a bit of a misnomer.  English may be their second, third, or fourth language.  It is more accurate to refer to them as international students.

  One difficulty international students have in transitioning to an American university may stem from the way the students were taught English.   Even though the students have studied English for many years, their teachers may not have been native English speakers.  In other words, a Korean student may have had Korean teachers who have learned English from other Korean teachers, and so forth.  The enunciation, dialect, and speed at which native English speakers talk is quite unnerving and confusing for some students.

Classroom behaviors may be different and difficult, also.  Many students have not been in classrooms where the students were expected to express an opinion in class or to intellectually challenge the teacher or another student.  Frequently, students have not had multiple choice tests.  The differences in the students' backgrounds vary depending upon the students and what their native countries are. 

Frequently, international students want to talk to another student who can answer questions about idioms, sarcasm, comprehending their textbooks, organizing papers, using articles when speaking/writing, etc.  They may seek assistance from the Learning Center tutors at this point.  We are certainly amenable to discussing questions with the students but we should make it clear that our assistance is tied to course work.  Tutors can assist with the difficult transitions that students face, but they should be thought of as more than "conversation partners."  If a student wants help with dialect, enunciation, or articulation, a referral to the Speech Clinic is in order (AC 104,  285-8160). If a student desires a friend or conversation partner, the Multicultural House (325 McKinley, 285-1344) could be suggested.  If a student is really struggling with reading and speaking the language, consult with a coordinator.  He/she may want to talk to the Director of the Intensive English Institute to see if the student is receiving all the services possible. 

Working with the international students can enrich a tutor's world greatly.  It can bring treasures previously not imagined but it can be challenging.  Remember you are not alone so reach out to other staff members and resources on campus.

Student Athletes:

            Student athletes are just that – students first and athletes second.  The same rules apply to them as to all students who use the Learning Center.  In one way they are similar to the non-traditional students and that is in the area of difficult time management issues.  For many of the students, an incredible amount of time is taken with practices and study tables.  They, like you, are often tired and hungry during tutoring. 

            The NCAA rules are very strict and complex.  Tutors can unwittingly create violations.  The important thing is to remember to not do anything for an athlete that you wouldn't do for another student.  Do not offer additional services; including obscure things outside the LC such as giving the student a ride home or offering him/her a snack.

            Athletes get study table credit when they attend a tutoring session.  Sometimes student athletes miss tutoring sessions so when this happens, mention it to your coordinator.  Because athletes also might have missed class due to traveling to a game, as a tutor, you may be placed in the role of providing initial instruction.  If you have questions about this, talk to your coordinator.  

Tutor Quiz 14 - L3