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Teaching Students with Mild Intellectual Disabilities

Teaching Students with Mild Intellectual Disabilities

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Page 1: Teaching Students with Mild Intellectual Disabilities

Teaching Students with Mild Intellectual Disabilities

Page 2: 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 •

Page 3: Teaching Students with Mild Intellectual Disabilities

• 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

Page 4: Teaching Students with Mild Intellectual Disabilities

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

Page 5: Teaching Students with Mild Intellectual Disabilities

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

Page 6: Teaching Students with Mild Intellectual Disabilities

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

Page 8: Teaching Students with Mild Intellectual Disabilities

• 2) Teach “Shapes of Information” ( graphic organizers) -sequence -story grammar -cyclical -brainstorm -venn diagram

- ( for taking notes from text; for organizing ideas before writing )

Page 9: Teaching Students with Mild Intellectual Disabilities

• 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,

Page 10: Teaching Students with Mild Intellectual Disabilities

4. Use Peers

-use of assigned buddies

(complementary Clock buddies)

-for generating ideas

-as role models

-assign roles in groups

-show acceptance

Page 11: Teaching Students with Mild Intellectual Disabilities

• 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

Page 12: Teaching Students with Mild Intellectual Disabilities

6. Use E-Smart

• Settings• Materials• Assistance• Re-think assessment• Tie in

Page 13: Teaching Students with Mild Intellectual Disabilities

Example of Differentiated Instruction

• Tiering according to:

-student readiness, learning style or

interests

- for these students, often differentiate according to readiness

Page 14: Teaching Students with Mild Intellectual Disabilities

Differentiation according to Student Readiness

• Bloom’s taxonomy Space unit sheet

• -Dandy Decimals

Page 15: Teaching Students with Mild Intellectual Disabilities

Link to Planning Pyramid

• Focus on essential understandings,

• See course website