Intellectual Disabilities - Instructional Strategies
Teaching Strategies:
*Note: The determination of grades for a student with an intellectual disability must be discussed with the IEP team. It is common for a student with an intellectual disability to be included in a course that may be above their cognitive level. With the appropriate accommodations, these students can benefit greatly from the experience; however, it must be determined in advance how the student will be graded if they are unable to meet the requirements of the standards being taught.
For additional information on working with students who have an intellectual disability, please see the following websites:
http://www.ndss.org/Resources/Education/Implementing-Inclusion/#sthash.lixnAd7c.dpuf
http://nichcy.org/intellectual-disabilities-in-your-classroom
- Be as concrete as possible. Students with intellectual disabilities learn best when instruction gives direct, concrete, observable information rather than the abstract. An effective teaching method is to demonstrate what you mean in addition to giving verbal directions. With new information shared verbally, also include pictures when possible. Additionally, provide the student with hands-on materials and experiences and the opportunity to try things out.
- Understand the value of feedback. With students who have intellectual disabilities, that feedback should be immediate, not delayed. Immediately providing feedback helps the students make a connection between their answers, behaviors, or questions and the information you’re presenting as the teacher.
- Go step by step. Break longer, new tasks into small steps. Demonstrate the steps when possible. Have the student do the steps, one at a time. Try not to assume that the student will connect all of the steps together. Provide assistance, as necessary. Give the student multiple opportunities to practice each individual step by itself and all the steps together.
- Understand the purpose of the student being placed in your classroom. The acquisition of standards may be only a small part of the students program. The IEP team may be equally or more interested in the social and behavioral aspects of the students experience. This discussion should occur at the IEP team meeting.
*Note: The determination of grades for a student with an intellectual disability must be discussed with the IEP team. It is common for a student with an intellectual disability to be included in a course that may be above their cognitive level. With the appropriate accommodations, these students can benefit greatly from the experience; however, it must be determined in advance how the student will be graded if they are unable to meet the requirements of the standards being taught.
For additional information on working with students who have an intellectual disability, please see the following websites:
http://www.ndss.org/Resources/Education/Implementing-Inclusion/#sthash.lixnAd7c.dpuf
http://nichcy.org/intellectual-disabilities-in-your-classroom
