Links & Resources
MentalHelp.net
https://www.mentalhelp.net/articles/effective-teaching-methods-for-people-with-intellectual-disabilities/
Teachers Strategies and Resources
http://www.teachspeced.ca/mild-intellectual-disability
Do2Learn
http://do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html
https://www.mentalhelp.net/articles/effective-teaching-methods-for-people-with-intellectual-disabilities/
Teachers Strategies and Resources
http://www.teachspeced.ca/mild-intellectual-disability
Do2Learn
http://do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Strategies.html
Video
Definition& AB Education CodeThere is no specific age requirement for ID but a students symptoms must begin during their developmental period and are diagnosed based on the severity of deficits in their adaptive functioning.
The disorder is considered chronic and often co-occurs with other mental conditions (such as depression, attention-deficit/hyperactivity disorder, and autism spectrum disorder.) 4 Important Points to Definition: 1.Sub-average intellectual functioning 2.Deficits in adaptive behaviour 3.Manifests during the developmental period (Birth to 18) 4.Chronic and often co-exists with other disorders Code:51, 52, 42 |
Characteristics & BehaviourStudents with ID have impairments of general mental abilities that impact adaptive functioning in three domains. These domains determine
how well an individual copes with everyday tasks: CONCEPTUAL -includes skills in language, reading, writing, math, reasoning, knowledge, and memory. SOCIAL -refers to empathy, social judgment, interpersonal communication skills, the ability to make and retain friendships, and similar capacities. PRACTICAL -centers on self-management in areas such as personal care, job responsibilities, money management, recreation, and organizing school and work tasks. |
StrategiesCloseness of Goal
Bring the goal closer to the student. By having a goal that is closer to the student it allows them to be successful. Each time the goal is achieved make a new goal for the student to thrive for. Break Down Steps
Each learning task is introduced, one step at a time. This decreases the chance of overwhelming the student. Once one step is mastered, move on to the next and so on. This is a progressive, step-wise, learning approach. Visual Aids
Implement the use of visual aids into the classroom (charts, pictures, and graphs). Along with the support of their academic studies the visual aids can also help with understanding what behaviors are expected of them. For instance, using charts to map students' progress is very effective, in addition the charts can also be used as a means of providing positive reinforcement for appropriate, on-task behavior. Teaching Approach
Long verbal directions and abstract lectures are ineffective teaching methods for most audiences, especially ID students. Changing the way the teachers shares the information can make a big difference in the learning and behaviour of students with ID. Try hands on learning, or game based. |