Instructional Strategies For Students With Intellectual Disabilities

Functional Skills: Instructional Strategies and Curricula This essay presents research-based instructional strategies commonly used in classrooms for students with intellectual disabilities. Students with intellectual disabilities learn differently and slower than students without intellectual disabilities. They have trouble learning in school and trouble with everyday life skills. However, they can learn and do learn when taught with the best practices, instructional strategies and principles as

Students with intellectual disabilities present a distinctive educational challenge and need assistance achieving their academic needs (Luckasson & Schalock, 2013). To support students to meet their academic needs, Individuals with Disabilities Education Act (IDEA) requires each student with an intellectual disability to have an individualized education program (Gartin & Murdick, 2005). During this development, the individualized education program (IEP) team must consider assistive technology (AT)

content, subject, and age, the common principles and foundations of superior teaching practices ensure that instructional requirements for the entire learner population are satisfied. Effective teachers exercise the best practices in correspondence to their students’ scholastic, vocational, and behavioral goals. Instruction presented analogous to the needs of learners results in increased student success. Educators must account for learning differences and possible interactions with academic achievement

Question 1: Who are the students in this group? In the United States, 4.9% of the population is considered intellectually disabled. In other words, from a base population of 287,572,700 people, 14,144,300 of them have an intellectual disability. In the state of South Carolina, 5.6% of the population has an intellectual disability. This means from a base population of 4,311,200, an estimated 242,600 are considered to have an intellectual disability. This survey included all ages, races, all genders

According to Heward (2009), students with intellectual disabilities have significant limitations in both intellectual functioning and in adaptive behavior. Learning, reasoning, and problem solving, as well as conceptual, social, and practical skills are all areas of difficulty for these students. While students with intellectual disabilities usually have poor memories, slow learning rates, attention problems, difficulty generalizing what they have learned and lack of motivation, there are effective

throughout the country, one of the most thankless tasks is the ability to teach those students who have special needs. The subject of math, which is one of the top priorities in education today, within itself, can be quite difficult for those who have no intellectual or learning disabilities. Researching and the analysis of the effectiveness of tools which are readily available, is vital in breaking through to those students who require special attention. Teachers will seek new and innovative methods

People with disabilities have long suffered from discrimination and segregation. In the 1880, people with hearing, visual, physical, mental or emotional impairments were sent to be educated in residential institutions or asylums. ("Issues about Change) Parents and family of those with disabilities put pressure on our government and legislation to develop and provide equal access to education by way of mainstreaming or special education. Section 504 of Public Law 93-112 passed in 1973 had far reaching

In the journal article, “Changing Instruction to Increase Achievement for Students with Moderate to Severe Intellectual Disabilities”, the author describes the strategies and skills that teachers can employ to make an instructional change in the classroom. As the author describes in the article, recognizing that an instructional change needs to be made, is different than having the skills to change the instruction. Educators are making great strides to cover the content demanded by the Common Core

that prepares special education teachers to simultaneously helps students with different need levels. With this degree and state licensure, special education teachers can teach students with cognitive, learning and emotional disabilities at the same developmental level as their regular education license. According to the National Education Association (NEA), multi-categorical classrooms encourage teachers to individually help students based on their own needs. http://www.nea.org/home/18719.htm A

increasing educational needs of the diverse students attending. According to Ellis (2005), over the past 20 years classrooms in Australia have undergone significant transformations, with regard to changes in grading and streaming of students. This has lead to the diminishing of streaming and grading students into classes and groups solely based on their ability levels, resulting in classes of diverse ability that encompass extensive physical, intellectual, cultural and behavioural differences (Ellis