Transcript Teaching Students with Mild Intellectual Disabilities

Teaching Students with Mild
Intellectual Disabilities
Some Common
Characteristics
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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
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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