Appendix B
How can I create a more inclusive learning environment for student's in my class with intellectual disabilities?
Student’s with intellectual disabilities present a diverse group. “They vary considerably in the nature and extent of their intellectual impairments and functional limitations, the origin of their disability, their personal background and social environment. In addition it is important to note that intellectual disability may be associated with other developmental disabilities such as autism, Down syndrome or cerebral palsy” (Tait, 2014, p.206). Despite their disability, many of these students are often very similar to their adolescent peers in that they want to feel like part of the group rather than an outsider. Unnecessary attention that sets them apart from their peers only isolates them further.
Consider providing an environment where students with disabilities are provided with opportunities as close as possible to that of so-called ‘typical’ children. “Use similar voice inflections, classroom management routines, and instructional materials unless otherwise determined by the IEP. Encourage students to interact with each other normally by including students with disabilities in group projects, classroom jobs, cooperative learning and daily activities. If you interact normally with the student with disabilities, so will his/her peers. If you use similar instructional materials, even if the task is slightly different, the student with disabilities will fit in more easily, feel more normal and may rise to a higher level of learning” (Beninghof, 2014). Also remember that while students with intellectual disabilities are likely to require additional support to develop their social skills, communication skills and emotional self-awareness, so too will their peers without disabilities require similar assistance (Tait, 2014).
Once our students are within an environment where they feel comfortable to learn they are more likely to positively engage with the following strategies. Whilst these are recommended for students with intellectual disabilities, they should not be limited as such, as most would be beneficial for all learners within your classroom.
“Helpful strategies include presenting information visually (in writing, with pictures or with real objects) as well as verbally, frequently checking students’ understanding, providing models as well as explanations, and using systematic, explicit instruction. Further, it is helpful to provide study aides, to provide structured time for the organisation of materials and assistance in recording assignments” (Tait, 2014, p.213).
Often students with intellectual disabilities have difficulty remembering the information they have been given. Consider “limiting the number of steps given in any direction to a students (no more than three); providing many opportunities for repetition, review and practice of skills; providing support or scaffolding with prompts while students are learning; teaching for generalisation and transfer; and linking new skills and information to mastered skills and information” (Tait, 2014, p.213). Also be sure to allow ample time for these students to complete tasks. They may require extended time for both written and oral responses (Tait, 2014).
Finally, remember to hold high expectations for these students. “The research is clear: Students are likely to respond to the level of expectations set for them. If you hold low expectations for a student with a disability, then he/she will probably meet them. If you hold high expectations, and provide the correct supports, students will be much more successful.” (Beninghof, 2014). Motivate them to perform well by praising their effort and persistence and you too will see high levels of learning being achieved.