Characteristics of Intellectual Disability Bergeron & Floyd (2006) confirmed the characteristics of intellectual disability as a severe deficit in cognitive ability. This deficit is measured by a student’s performance on a norm-refernece intelligence assessment. However an intellectual disability is not only characterized by one unit of measure low cognitive scores but also low adaptive behavior. Given the unique characteristics of intellectual disability this learner must be instructed using various research method. Consequently, with the Individuals With Disabilities Improvement Act (IDEA) and No Child Left Behind (NCLB) federal law mandates that all children with disabilities participate in large-scale assessment and measure progress
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Additionally, functional skills will take the form of alternate performance strategies simplify cognitive, language, physical or academic demands to complete leisure activities, activities in the community, and at home. In other words functional skills are taught in a simple manner that removes the complexity of thinking, speaking, movement, and academics from the equation (Snell & Brown, 2011). To illustrate, if a student cannot read, then pictures can be provided, if a student is not able to write, then they can point to answer choices, if a student has communication difficulties then augmentative devices can be used. In a study using the Accessible Literacy Learning curriculum all words are read to the student and the student then answers questions by either touching the picture on their device, sign, or by pointing (Ahlgrim-Delzell, Browder, & Wood, 2014). This use of augmentative communication device (ACC) is both functional and academic due to the fact that speech is removed from the equation makes learning to use ACC a functional skill and learning phonics is an academic skill. In study by Ḉelik and Vuran simultaneous prompting, an errorless teaching method, was used to teach leisure activity of playing cards and reading signs to student with a severe intellectual disability as a functional skill. Typically functional …show more content…
Inclusion is the idea that students with disabilities are instructed in a general education classroom where the student is a full member of the learning environment and are included with peers without disabilities (Friend & Bursuck, 2009). A study conducted measuring the intellection of inclusion with parents and educators. The result indicated that given adequate supports, collaboration, and modified curriculum inclusion was viewed as being successful and benefial for all learners (Downing & Peckham-Hardin, 2007). With this being said an effective research based instructional strategy to use in an inclusive setting is the INCLUDE model. INCLUDE has seven steps: first identify classroom needs, then note student learning strengths and weaknesses, next check areas of student success, now look for problem areas, at this time use information to differentiate instruction, at this point differentiate instruction, finally, evaluate student progress (Friend & Bursuck, 2009). Another method to use in inclusive instruction is the Universal design that states building lesson and providing instruction with the supports needed for a student with special needs can be successful (Friend & Bursuck, 2009). Finally embedded instruction is activity-based instruction is that
Additionally, functional skills will take the form of alternate performance strategies simplify cognitive, language, physical or academic demands to complete leisure activities, activities in the community, and at home. In other words functional skills are taught in a simple manner that removes the complexity of thinking, speaking, movement, and academics from the equation (Snell & Brown, 2011). To illustrate, if a student cannot read, then pictures can be provided, if a student is not able to write, then they can point to answer choices, if a student has communication difficulties then augmentative devices can be used. In a study using the Accessible Literacy Learning curriculum all words are read to the student and the student then answers questions by either touching the picture on their device, sign, or by pointing (Ahlgrim-Delzell, Browder, & Wood, 2014). This use of augmentative communication device (ACC) is both functional and academic due to the fact that speech is removed from the equation makes learning to use ACC a functional skill and learning phonics is an academic skill. In study by Ḉelik and Vuran simultaneous prompting, an errorless teaching method, was used to teach leisure activity of playing cards and reading signs to student with a severe intellectual disability as a functional skill. Typically functional …show more content…
Inclusion is the idea that students with disabilities are instructed in a general education classroom where the student is a full member of the learning environment and are included with peers without disabilities (Friend & Bursuck, 2009). A study conducted measuring the intellection of inclusion with parents and educators. The result indicated that given adequate supports, collaboration, and modified curriculum inclusion was viewed as being successful and benefial for all learners (Downing & Peckham-Hardin, 2007). With this being said an effective research based instructional strategy to use in an inclusive setting is the INCLUDE model. INCLUDE has seven steps: first identify classroom needs, then note student learning strengths and weaknesses, next check areas of student success, now look for problem areas, at this time use information to differentiate instruction, at this point differentiate instruction, finally, evaluate student progress (Friend & Bursuck, 2009). Another method to use in inclusive instruction is the Universal design that states building lesson and providing instruction with the supports needed for a student with special needs can be successful (Friend & Bursuck, 2009). Finally embedded instruction is activity-based instruction is that