Intellectual and Developmental Disabilities
AAIDD Definition:
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and inadaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
http://aaidd.org/intellectual-disability/definition#.VlY_5narTIU
Characteristics:
Learning and Memory
Self-Regulation
Adaptive Skills
ACADEMIC ACHIEVEMENT
Speech and language
Physical development
Learning and Memory
- Slower and less efficient
- Difficulty filtering out less important information
Self-Regulation
- Difficulty monitoring their own behavior
- Inefficient learning strategies
- Don’t automatically practice to learn
- Difficulty generalizing to other situations
Adaptive Skills
- Difficulty with social skills, relating to others
- Difficulty with taking care of their personal needs
- The ability to adapt to the demands of the enviornment
ACADEMIC ACHIEVEMENT
- Greatest difficulty in math and reading (especially reading comprehension)
- Benefit from functional academics (practical stuff – survival skills)
- May appear to be less motivated
- Could be because of learned helplessness, fear of failure
- Distractibility
Speech and language
- Delayed speech
- Articulation problems
- Voice problems
- Severity is correlated to the severity of the ID
Physical development
- Correlation between the severity of the ID and physical differences
Strategies and Resources:
Learning and Memory
Intellectally diabled students need extra help in learning, they need instruction that is meaningful and useful to them
1. Break all Tasks into small, easy to understand steps. Ony give one step at a time or provive written instruction that the student can look at frequently to help ensure the studen will not feel overwhelmed
2. Avoid long Lecture
3. Use a Hands on approach to learning. Example:
5. When manipulatives are unavailable uswe visuals was much as possible, but use them only as a second choice to real life objects
6. Story problems on assignments may need to be modified to simple number problems, because sometime ID students struggle to pick out the important information,
7. Use graphic organizers to help students take effective notes to focus on the important things
8. Avoid abstract Concepts
9.Increase movement during instruction
http://www.projectidealonline.org/v/intellectual-disabilities/
Self Regulation
These students have a harder time using efficient learning strategies and making connections with what is being taught to reality. They struggle monitoring their own behavior, and practicing to learn
1. Whenever possible give immediate feedback, so the student may associate good behavior with good feedback, and less ideal behavior with negative feedback
2. Use Visual cues in the classroom such as tape on the pround so ID students know that in a certain area they should be reading, in another they should be doing math, in another area play etc. This is especially useful if tape is coordinated with the class schedule
3. Post a class schedule and refer to it often. This will help students stay on task because they know and understand why they should be doing all the time
4. Post clear classroom rules and enforce them consistently. Refer to the classroom rules when they are broken, and explain why the rules are in place
5. Apply what you are teaching to real life. ID Students struggle to make generalizations and need the teacher's aid to make these connections for them. This will help make their learning meaniongful to them
6. Always have high expectations for them
Adaptive
Children with ID Learn a lot through doing tasks rather that juse listening.
Example:
When learing about the senses use hands on experiences and have things they can use their senses with. Put items in a bags and pass them around. Have each child do as directed on the bag to describe the item and use their 5 senses. (Bag that says "Smell Me" on the bag. The child closes their eyes and smell inside the bag and have them describe the smell.)
5 Senses
Smell: Bag with pine needles, an orange, or Lemon.
Hear: Bag of a container of water
Touch: Bag with rocks
See: Bag with a toy
Taste: Bag with Crackers
Academic Acheivement
Children with ID can be taught ways to gain information by participating in social settings, to increase their orientation and mobility, and to make choices
Children may be able to recognize their names as well as people close to them, they also may learn common survival words (help, hurt, danger, and stop)
Motivation
Teaching motivation is very important for every child and especially for thouse with intellectual disabilities. Itis also important as an educator to teach and emphasize to these students to always "Strive for Success, rather than avoid Failure"
Set them up for success
Lesson: How to Create Motivation and interests for Practicing Handwriting
Find ways to practice writing letters through sensory objects. change the surface they are writing on and what they use to write with, making if fun and something new that these students can manipulate and experiment with. This will spark their interest and motivate them to want to write and practice because it is fun.
Speech and Language
Most commonly found in the classroom are articulation problems, stuttering, and voice problems. While a student's speech and language skills vary on the severity of their intellectual disability. Here are some strategies that can be implemented in your classroom
Information Provided by:
"EDUC 2010" Fall 2015
Works Cited:
Armstrong, T. (2013, April 9). 7 Ways to Bring Out the Best in Special-Needs Students. Retrieved October 1, 2015.
3 Ways to Motivate Handwriting Practice. (2014, November 5). Retrieved October 1, 2015.
Squishy Bag - A tactile/multisensory approach to prewriting and writing skills. (2011, July 11). Retrieved October 1, 2015.
Intellectual Disabilities. (2013). Retrieved October 1, 2015.
Manchester, C. (2013, March 4). Speech and Language Therapy for Preschool Students with Severe Special Needs. Retrieved October 1, 2015.
Reynolds, Tammy. Effective Teaching Methods For People With Intellectual Disabilities. Retrieved October 19, 2015
Learning and Memory
Intellectally diabled students need extra help in learning, they need instruction that is meaningful and useful to them
1. Break all Tasks into small, easy to understand steps. Ony give one step at a time or provive written instruction that the student can look at frequently to help ensure the studen will not feel overwhelmed
2. Avoid long Lecture
3. Use a Hands on approach to learning. Example:
- When teaching about gravity, dont just talk about how things fall, but drop an object on the ground
5. When manipulatives are unavailable uswe visuals was much as possible, but use them only as a second choice to real life objects
6. Story problems on assignments may need to be modified to simple number problems, because sometime ID students struggle to pick out the important information,
7. Use graphic organizers to help students take effective notes to focus on the important things
8. Avoid abstract Concepts
9.Increase movement during instruction
http://www.projectidealonline.org/v/intellectual-disabilities/
Self Regulation
These students have a harder time using efficient learning strategies and making connections with what is being taught to reality. They struggle monitoring their own behavior, and practicing to learn
1. Whenever possible give immediate feedback, so the student may associate good behavior with good feedback, and less ideal behavior with negative feedback
2. Use Visual cues in the classroom such as tape on the pround so ID students know that in a certain area they should be reading, in another they should be doing math, in another area play etc. This is especially useful if tape is coordinated with the class schedule
3. Post a class schedule and refer to it often. This will help students stay on task because they know and understand why they should be doing all the time
4. Post clear classroom rules and enforce them consistently. Refer to the classroom rules when they are broken, and explain why the rules are in place
5. Apply what you are teaching to real life. ID Students struggle to make generalizations and need the teacher's aid to make these connections for them. This will help make their learning meaniongful to them
6. Always have high expectations for them
Adaptive
Children with ID Learn a lot through doing tasks rather that juse listening.
Example:
When learing about the senses use hands on experiences and have things they can use their senses with. Put items in a bags and pass them around. Have each child do as directed on the bag to describe the item and use their 5 senses. (Bag that says "Smell Me" on the bag. The child closes their eyes and smell inside the bag and have them describe the smell.)
5 Senses
Smell: Bag with pine needles, an orange, or Lemon.
Hear: Bag of a container of water
Touch: Bag with rocks
See: Bag with a toy
Taste: Bag with Crackers
Academic Acheivement
Children with ID can be taught ways to gain information by participating in social settings, to increase their orientation and mobility, and to make choices
Children may be able to recognize their names as well as people close to them, they also may learn common survival words (help, hurt, danger, and stop)
Motivation
Teaching motivation is very important for every child and especially for thouse with intellectual disabilities. Itis also important as an educator to teach and emphasize to these students to always "Strive for Success, rather than avoid Failure"
Set them up for success
- Plan activities accordingly to what accommodations that the student needs in order to succeed in that lesson
- Extra time more instruction, etc.
- Plan activities that demonstrate their strengths and what they are interested in
- Teach one Concept at a time and take time to go over just one step at a time
- Give them opportunities to directly apply skills that were taught
- Praise them for what they get right and for every response they give, and use physical and verbal prompting to guide them to the answer
- Take advantage of peer-teaching and cross-age tutoring to establish positive relationships with others
Lesson: How to Create Motivation and interests for Practicing Handwriting
Find ways to practice writing letters through sensory objects. change the surface they are writing on and what they use to write with, making if fun and something new that these students can manipulate and experiment with. This will spark their interest and motivate them to want to write and practice because it is fun.
Speech and Language
Most commonly found in the classroom are articulation problems, stuttering, and voice problems. While a student's speech and language skills vary on the severity of their intellectual disability. Here are some strategies that can be implemented in your classroom
- Check and see if Sign language could benefit that child in the classroom
- Use objects and pictures to represent symbols
- If the child is unable to move or make movements that pick things up use eye gaze boards. By making a powerpoint that has images on it you can involve all the students in the class including those with ID.
- Ask yes/no questions taking time for the student to answer
- Creat a remnant book or "Book About Me" so peers can be involved in asking questions with the student about them and what they like, to facilitate communication.
- Use technology if it's avaible Use Communication Apps on a Ipad or Tablet and other speech-generating devices.
Information Provided by:
"EDUC 2010" Fall 2015
Works Cited:
Armstrong, T. (2013, April 9). 7 Ways to Bring Out the Best in Special-Needs Students. Retrieved October 1, 2015.
3 Ways to Motivate Handwriting Practice. (2014, November 5). Retrieved October 1, 2015.
Squishy Bag - A tactile/multisensory approach to prewriting and writing skills. (2011, July 11). Retrieved October 1, 2015.
Intellectual Disabilities. (2013). Retrieved October 1, 2015.
Manchester, C. (2013, March 4). Speech and Language Therapy for Preschool Students with Severe Special Needs. Retrieved October 1, 2015.
Reynolds, Tammy. Effective Teaching Methods For People With Intellectual Disabilities. Retrieved October 19, 2015