If a student has only a mild intellectual disability, he or she can probably learn important fundamentals of the academic curriculum”basic arithmetic, for example, and basic reading. Because of the disability, though, the student may need more time or practice than most other students. He or she may be able to read many words by sight (day, night, morning, afternoon, etc.), but need longer than other students to recognize and say them. Or the student may know that 2 + 3 = 5, but need help applying this math fact to real objects; you (or a helper) might need to show the student that two pencils plus three pencils make five pencils.
Giving extra help takes time and perseverance, and can try the patience of the student (and of you, too). To deal with this problem, it may help to reward the student frequently for effort and successes with well-timed praise, especially if it is focused on specific, actual achievements; you added that one correctly”, may be more helpful than you're a hard worker”, even if both comments are true. Giving appropriate praise is in turn easier if you set reasonable, “do-able” goals by breaking skills or tasks into steps that the student is likely to learn without becoming overly discouraged. At the same time, it is important not to insult the student with goals or activities that are too easy or by using curriculum materials clearly intended for children who are much younger. Setting expectations too low actually deprives a student with an intellectual disability of rightful opportunities to learn”a serious ethical and professional mistake (Bogdan, 2006). In many curriculum areas, fortunately, there already existing materials that are simplified, yet also appropriate for older students (Snell, et al., 2005). Special education teacher-specialists can often help in finding them and in devising effective ways of using them.
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