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Teaching Students with Mild Intellectual Disabilities
Some Common Characteristics
• Unable to understand the level of instruction in class , limitations in their understanding
• Has limited general knowledge • Takes longer to complete academic tasks • Slow to start and complete assignments • Lack of generalization of skills • Inattentive and off-task • Poor auditory processing •
• difficulty with inferencing • Unable to attend in noisy environments • 0verwhelmed by classroom, need to be
respectful for them, need support, • Usually is able to attend for about 15 minute
periods • Often gets confused or upset during subject
or routine changes
Socially…
• May intrude into other students’ personal space
• May bring things to share that are not socially appropriate for the age level of the group (ie: toys or immature music or books)
• may appear immature and more comfortable with younger students
• Easily influenced by peers and a target to be taken advantage of by those so inclined
Some Challenges
• Balancing access to regular curriculum vs. remedial and functional living skills
• Social skills; need to support, explicit teaching of skills, ( ie. Teach Me Language, Friendship Circles )
• Dilemma of individual vs. classroom Amount of time required
Some Implications for Practice
• 1) Activate Anticipatory Set:
- activate- ideally pre-teach
- lack of vocabulary
- make connections; known to
unknown
-set purpose so there is a focus
Activity to show focused processing
• http://www.cast.org/teachingeverystudent/tools/main.cfm?t_id=10
( Link on website)
• 2) Teach “Shapes of Information” ( graphic organizers) -sequence -story grammar -cyclical -brainstorm -venn diagram
- ( for taking notes from text; for organizing ideas before writing )
• 3) Slow down and Explicitly Teach -plan for making connections -use mnemonics ( I.e. Songs, tricks, 9 times table with hands, rhymes- -teach concepts, organization skils, - use colour coding , lots of examples,
4. Use Peers
-use of assigned buddies
(complementary Clock buddies)
-for generating ideas
-as role models
-assign roles in groups
-show acceptance
• 5) NEED FOR REVIEW
-research suggests 4 exposures for declarative knowledge; more than that for procedural knowledge to be learned
- find interesting ways; ( i.e. people search, jeopardy, fortune teller)
-practice with support and immediate feedback, whenever possible
6. Use E-Smart
• Settings• Materials• Assistance• Re-think assessment• Tie in
Example of Differentiated Instruction
• Tiering according to:
-student readiness, learning style or
interests
- for these students, often differentiate according to readiness
Differentiation according to Student Readiness
• Bloom’s taxonomy Space unit sheet
• -Dandy Decimals
Link to Planning Pyramid
• Focus on essential understandings,
• See course website