Intellectual disability is a disability characterized by significant limitations both in intellectual functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a range of everyday social and practical skills. This disability originates before the age of 18.
Children with intellectual disabilities need some additional support and modifications in their environment, as well as in the type of activities they do. Here are a few modifications for students with an intellectual disability that will help them to learn better.
Quiet Work Space
Using this space only for studying also will help the child get into a routine of studying and also understand that when he is sitting there, he is supposed to concentrate on the activity or task, and not play.
Functional Activities
Teach practical things that will be useful, such as how to boil an egg or how to find their way to their friend’s house.
Repetition of Concepts Over the Day
Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to practice it many times in order to learn and remember it.
Teacher-Student Ratio
These children require additional support and guidance as they work on their activities. Ideally, there should be at least 1 teacher for every 3 children with intellectual disabilities.
Hands-on Learning
Using all the senses to learn also helps them learn and retain information better.
Safety Measures
Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept away. Medicines must be kept out of reach. In addition to this, make sure that none of the children can lock themselves up in any room. Small beads or other toy parts that the children could put in their mouth must be kept away if a child has a tendency to do that. If the child has seizures, you may need to look at padding the corners of furniture to avoid injury.
Schedule
The schedule must have short activity times and must alternate between physical and sitting down activities. The schedule must also try and incorporate some aspects of self-care so that children start becoming more independent in putting on or taking off shoes, going to the toilet, or feeding themselves.
Recognize that you can make an enormous difference in this student’s life!
Learn more about intellectual disabilities in general and your student in particular.
Be an active participant in the student’s ARD/IEP team.
The IEP is developed by the student’s parents and school personnel—and, often, the student, too. As this student’s teacher, you have a great deal to contribute to what’s included in the IEP, including supports for you as the teacher.
Provide accommodations and supports that help students with intellectual disabilities.
Accommodations are often made in five main areas:
scheduling (e.g., giving the student extra time to complete an assignment or test)
setting (e.g., having the student work in a small group or with a partner)
materials (e.g., providing the student with teacher notes or taped lectures)
instruction (e.g., breaking a lesson up into smaller parts, having the student work with a tutor)
student response (e.g., allowing the student to respond orally or on a computer)
Be as concrete as possible.
An effective teaching method is to demonstrate what you mean in addition to giving verbal directions. With new information shared verbally, also show a picture. And rather than just showing a picture, provide the student with hands-on materials and experiences and the opportunity to try things out.
Go step by step.
Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary. Give the student multiple opportunities to practice each individual step by itself and all the steps together.
Give immediate feedback.
Immediately providing feedback helps the students make a connection between their answers, behaviors, or questions and the information you’re presenting as the teacher.
Help the student learn life skills.
Schools play an important part in helping students with ID learn these life skills, which include health and safety, personal hygiene, manners, getting along with others, basic math and reading, money management, and skills for the workplace.
Address the social aspects of the school.
Students with intellectual disabilities often have trouble with social skills, which can make it difficult for them to interact appropriately with their peers and become involved in the social activities going on at school. They are also often a target for bullying, which simply cannot be allowed. Teachers can play a positive role in supporting the inclusion of students with intellectual disabilities in classrooms and throughout the school.
Communicate with your student’s parents.
Regularly exchange information with parents and work with them (and other members of the ARD/IEP team) to create and implement an IEP tailored to meet the student’s needs.
(Source: Intellectual Disabilities in Your Classroom: 9 Tips for Teachers)
Teach Baby Steps
This term is intended to encourage teachers to break down their lessons into simple, easier-to-manage steps. This will keep frustration levels down and enable learning to take place. Wait until the student masters the baby step before moving onto the next one.
Concrete Learning Experiences
Introduce new ideas in a physical, hands-on approach. Use manipulatives when teaching math. Take field trips to the grocery store or post office to give students a meaningful experience. When students are able to make real connections to the world around them, or physically explore a concept, the knowledge will stick with them.
Immediate and Positive Feedback
Positive feedback will encourage the student to keep on trying. If a student masters a concept or meets a goal it is important to reward or applaud the student immediately.
Sing a Song
Music is a wonderful motivator among all children and particularly ones with intellectual disabilities. Making a simple, catchy song to go along with a concept is a fun way to engage the student and help them remember information.
Patience
Students with certain disabilities can be unpredictable in what they can learn and what might set off a certain behavior. What might appear to be a temper tantrum is often the student’s way of telling you, “This is too hard. I am frustrated,” or “I am tired. I need a break.” Take the time to learn the individual child’s needs and who they are. If you are feeling overwhelmed and cannot relate to the student it is OK to stop the lesson and resume when both student and teacher can handle the lesson pace. It may take a while for students to make some progress, but if you are patient it will be priceless when they do.
Source: https://therapytravelers.com/strategies-teaching-students-intellectual-disabilities/