If you get frustrated with someone who just doesn’t seem to understand something, try asking them what you can do to help them understand, instead of insulting them for their lack of abilities. For example, you could say, “I see you’re struggling to understand this math problem. How can I help?”
Encourage the person by pointing out their strengths and complimenting them, even if they are struggling with other things. For example, you could say, “I know you’re having a hard time getting used to the computer system, but you did a great job interacting with the customers today. "
If you’re having trouble being empathetic, take a moment to try to see the world through the other person’s eyes. This may help you recognize their unique talents and appreciate how hard it is to deal with people who are more intelligent. Don’t start arguments, even if you truly believe the other person is wrong. This will most likely be futile and will just frustrate you. If you feel the need to express your point of view, consider saying something like, “I think ________, but your idea is interesting too,” instead of, “You’re wrong. The right way to do this is ________. "
If you work with the person, be sure to think about how your boss might react to your comments before you report them. If you determine that any negative reaction is worth the risk, be sure to approach the situation by talking about specific facts, rather than your own opinions of the person. If you go to the school with the person and have to work with him on a project, treat the conversation with your teacher the same way you would if you were an employee talking to your boss — stick to the facts. You could say something like, “I noticed that X is having a lot of trouble operating the computer system, and it’s really slowing down the team. The team completes 15 tasks on average while X completes only six or seven. I think they could benefit from more training, or possibly being assigned to a different task. "
Some questions you might ask to determine the person’s learning style include: “How do you find it easiest to keep track of a project? Do you keep lists? A chart? Do you work well with a recorder?”; “If you don’t know how to spell a word, how do you figure it out? Do you sound it out, write it down and look to see if it seems right, or do you spell it in the air with your finger?”; “How do you best learn new information? By taking notes, repeating the information back, or by doing things yourself? Do you remember things better when you read them or when someone tells you the information?” You can use your own observations, too. For instance, do you notice the person is fidgety and unfocused when sitting and working, but is focused and happier while doing more tactile tasks and using their hands? Do they like to speak but seem reluctant to read information? For visual learners, use charts, lists, flashcards, checklists, and written notes. For auditory learners, use conversation, recordings, and mnemonic devices. For kinesthetic and tactile learners, use role playing and hands-on experimentation.
If you’re explaining something at length, consider stopping periodically and asking if there are any questions. It can be easier to ask questions as soon as you stop understanding something than waiting until another person is finished with a lengthy explanation.
Being nice can help newcomers get settled quicker. If you see that a newcomer is falling behind, consider saying something like, “I’d be happy to help you with that if you want. It can be confusing for people who aren’t used to our system. "
Be as nice as possible when suggesting the switch. It may help to simply express that you would like the opportunity to try the work they have been doing, so you don’t have to risk offending them by telling them they are doing a bad job.
Some disabled people have an intellectual disability. Some do not. Instead of making assumptions, get to know them as a person, and accommodate their needs.
It’s a mistake to assume someone is less intelligent simply because they don’t seem to understand your request or direction. The problem might be how you communicate. Perhaps you have vast knowledge on a subject that the other person doesn’t know much about. You may be talking over their head, assuming they have the same base knowledge as you. While advanced science may come easy to you, the person with whom you are speaking may struggle with scientific concepts, but be a fantastic communicator. Try to simplify how you communicate and don’t assume that something that seems obvious to you is clear to everyone else. People who are less intelligent than average tend to rate themselves as average or even above average. This means that it’s very likely that you might have an inflated perception of your own intelligence compared to that of your peers. Keep this in mind before you decide that someone else is stupid. [10] X Research source
Keep in mind that complaining about your unintelligent classmates or coworkers will consume a lot of energy and probably make you feel worse about the situation, so it’s probably not worth it. Do your best not to let contempt show. If the people you are working with know that you don’t like them, they will dislike you as well, which will only make it more difficult to work with them.
