Characteristics of Dissimilar Learners (page 2)

The term dissimilar learner was developed for students who have not succeeded when engaged in "one size fits all instruction" (Cooper, Lingg, Puricelli, & Yard, 1995). Dissimilar learners do not fit the traditional instructional mold. They are often rebellious and dysfunctional in a learning environment that does not adequately address various teaching options and learning styles. They lack resilience (Bernard, 1995), which is defined as the “capacity to successfully overcome personal vulnerabilities and environmental stressors, to be able to ‘bounce back’ in the face of potential risks, and to maintain well-being” (Wang, 1998, p. 12).

The primary characteristics of dissimilar learners are represented in several areas and are listed here:

• Concrete in thought processes
• Physical or direct confrontation yields negative results
• The visual modality is the primary intake style for learning
• Tactile environment with the environment
• Communication style is high in word usage, low in word meaning
• Adverse to written language
• Prefers group performance rather than individual performance.
• Low sense of self-security, especially when environment is radically different from his or her norm
• Views educational system as a threat to self-preservation
• Reacts negatively to rigid order
• Emotionally fragile and volatile
• Loyalties are strong but bonding is slow

The types of support characteristics of dissimilar learners are listed here:

Home Problems

• Lack of learning structure in the home
• Lack of respect for parents on the part of student
• Parents lack respect for educational system

Visual Learner

• Does not like to read
• Prefers hands-on activities
• Thought processes are more concrete than abstract

Low Skill Development

• Social Skills are low
• Dissimilar learners are verbally impaired--have difficulty effectively communicating feelings

Aggressive--Verbally and Physically

• Aggressive toward adults and peers
  • Verbal explosions
  • Abusive language
• Physically aggressive toward peers and teachers
  • Fights
  • Throws Objects
  • Makes inappropriate gestures
  • Reacts violently to being touched

Poor Personal Habits

• Poor hygiene
• Poor nutrition
• Misses classes, tardy
• Disorganized
• Complains of physical discomfort

Tactile

• Seeks excessive physical attention
• Can't keep hands or feet to self

Poor Peer Relationships

• Has difficulty making friends
• Teases other students
• Prefers to interact with older or younger age groups
• Often prefers to be alone
• Isolated by peers
• Physically threatens peers

Poor Work Habits

• Has trouble working independently
  • Needs frequent attention from the teacher
  • Needs directions to be repeated
  • Wants demands to be met immediately
  • Needs constant supervision and reminders
• Complains and whines about tasks
• Varies in rate of work completion
• Wants to monopolize class activities
• Rarely participates in class activities
• Shows inappropriate response/behavior
  • Talks in class
  • Sleeps in class

High Risk

• Fears are translated into aggression
• Emotionally Fragile
  • Cries
  • Withdrawn, avoids interactions with people
  • Low sense of security in relationships; does not generalize; must accept you first
• Feelings of insecurity
  • Thinks people are unfair
  • Denies behavior
  • Blames others
  • Responds inappropriately to constructive criticism
  • Reacts inappropriate in competitive situations or to the success of others

Poor Attitude

• Negativism--especially as a reaction to a rigid system
• Defensive
• Lack of motivation
• Acts impulsively
• Seeks to control the environment
• Lack of respect for authority
  • Questions directions and argues with corrections
  • Inappropriate comments, talks out
  • Verbally threatens authority figures
  • Physically threatens authority figures
• Defies rules, presents a continuing discipline problem
• Engages in self-destructive behavior
• Abuses property of others
  • Steals
  • Cheats

Hyperactive

• Nervous
• Very active (e.g., taps pencils, makes noises, moves body)
• Daydreams, draws, doodles
• Has difficulty staying in seat
• Leaves the room
• Continues inappropriate behavior after request to stop