Teaching Understanding Intellectual Disabilities Intellectual disability refers to significant limitations in learning, thinking, solving problems, making sense of the world, and developing everyday life skills. All people with intellectual disabilities are capable of learning and can live a worthwhile and happy life.
Intellectual Disabilities in the Classroom written by: This article gives an overview of the characteristics of these students, as well as some practical hints for using ICT technology tools for teaching students with intellectual disabilities.
An IQ of is seen as being average in the wider population. An intellectual disability is usually seen as occurring if the problem has existed during childhood, rather than happening later in life. This means that an adult who has a car accident and suffers an injury which affects their IQ and cognitive functioning will be categorized as having an acquired brain injury rather than an intellectual disability.
People with an intellectual disability have difficulties in: Using logical thinking to plan ideas and solve problems.
Following directions and instructions, particularly those which involve multiple steps or complex information. Using judgment and abstract thought. As there is a wide range in IQ scores which can lead to a student being categorized as having an intellectual disability, it also follows that there is a wide range of learning materials and teaching and learning activities which will be needed to meet the needs of individual learners within your special needs classroom or in a mainstream setting.
Often students with an intellectual disability will manage better if they receive teaching interventions which are individually planned and targeted at specific goals and learning needs.
Some students may do better in a separate setting such as a special school for all or part of their education. Try these tips for working with students with an intellectual disability: Use concrete items and examples to explain new concepts and provide practice in existing skill areas.
Role model desired behaviors, and clearly identify what behaviors you expect in the classroom. Plan ahead with your class activities. Do not overwhelm a student with multiple or complex instructions.
Use strategies such as chunking, backward shaping and role modeling as helpful teaching approaches. Be explicit about what it is you want a student to do. Learn about the needs and characteristics of your student, but do not automatically assume they will behave the same way today as they did yesterday.
Ask for their input about how they feel they learn best, and help them to be as in control of their learning as possible. Put skills in context so there is a reason for learning tasks.Human services usually address the same human needs that all people have such as physical care, a place to live, and opportunities for growth and development, health care, and education.
The Individuals with Disabilities Education Act (IDEA) requires that a continuum of placement options be available to meet the needs of students with disabilities. Vygotsky’s Vision: Reshaping the Practice of Special Education for the 21st Century.
This pack of ESE Week 4 Discussion Question 2 Intellectual Disabilities shows the solutions to the following problems: An important part of your job when working with children with intellectual disabilities is the ability to modify instruction in order to best meet their educational needs.
The people who work on the CPIR are not just advocates by profession—everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise. LD OnLine is the leading website on learning disabilities, learning disorders and differences.
Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders. LD OnLine works in association with Learning Disabilities Association of.