Intellectual Disability

IDEA Definition

Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation.”

INCLUSIVE EDUCATION/ PHYSICAL EDUCATION CONSIDERATIONS

Characteristic

Inability to deal with abstract information and concepts. Limited ability to generalize information.

Strategy

Students with intellectual disabilities may thrive in highly predictable environments. To enhance predictability in your class, consider beginning and concluding each session with the same warm-up and cool-down routines. (Check Importance of Routine link)
Utilizing skills like hand over hand assistance or teacher/peer reinforcement consistently throughout the activity will help keep the student engaged. (Check Abstract Thinking link)

Characteristic

May lack motivation. Needs to feel successful to feel motivated.

Strategy

Use of wide variety of equipment for motivation. Allowing for choice of equipment may also benefit the students' engagement and motivation within the activity, giving them a sense of individuality.
Use of positive reinforcement while the student is doing an activity, or use of a reward system may benefit with student engagement.

Characteristic

Anxiousness in new environments and learning new things.

Strategy

A large gym or field space can be very overwhelming for some students. To avoid this, divide the space into several unique stations for a variety of activities. (Check Sensory Overload link)
The primary goal of a physical education class should be to encourage student activity. However, in instances where a student needs to step away from an overly stimulating environment, it's important to provide a safe space. In my class, this safe space will always involve some form of physical activity, such as using a stationary bike, treadmill, or arm bike (Check Sensory Overload link)

Characteristic

Learns with progression but at different rates. May have a short attention span.

Strategy

Simple and concise directions and cues/activities as well as planning for repetition of skills with transfer of learning. (Check Differentiated Instruction link)

Characteristic

Typically, immature for their age. Social age determined by adaptive behaviors.

Strategy

Always have an effective reward system ready for your students, ensuring that the rewards align with the overall goals and objectives. For instance, if the objective is to encourage trying new activities, the reward could be engaging in a preferred activity at the end of class, thus reinforcing positive participation without detracting from the main objectives. (Check Reward System link)
Using tactics such as peer buddies, social stories, or making sure there is a safe place for them to pull away to either work/calm down. If providing a safe place for a student like a wrestling room, a cool-down table, or sensory room, it is important that the student knows where it is.

Links & Supports