Pedagogy for the Intellectually Impaired - Example

Name Course Lecturer Date Pedagogy for the Intellectually Impaired Introduction Educators prefer to have students with learning disabilities learn in the same setting with other children. Children with intellectual impairment are at a serious disadvantage in the learning process. Intellectual impairment includes learning disabilities, autism, and attention deficit/hyperactivity (Shevell, 1075). Teachers must adopt strategies and tactics to assist these students overcome their reception and comprehension problems. To assist intellectually impaired individuals access education teaching procedures, equipment, school settings and intervention have to be in place. In this paper, we explore various strategies teachers can use to enhance the learning experience of intellectually impaired students in inclusive settings. The first section discusses the concept of inclusive education as it has been adopted in Australian schools. Secondly, it discusses various strategies and practices used by teachers to enhance the learning experience of intellectually impaired students. Inclusive Education Inclusion is a reference to a learning approach where students with learning disabilities are taught in the same physical spaces as other students (Shevell, 1078). It requires the general curriculum to be amended and can only be used for students with moderate intellectual impairment. Inclusion is expensive as specialized training and equipment have to be provided to the classroom teacher. Sometimes, the intellectually disabled may leave the classroom to attend specialized teaching sessions. Needs of an Intellectually Impaired Child Intellectually impaired children at both the primary and secondary levels need considerable support to overcome barriers to their learning. Some of the special needs of intellectually impaired children include poor cognitive functioning, poor reading and comprehension skills, very short attention span and difficult in expressing themselves (Weeks, 4) . Other deficits include poor memory with spellling, weak knowledge of words, poor comprehension of academic strategies and materials that have been read. Unfortunately, most of these difficulties last through the primary and secondary years. The next section discusses teaching practices and strategies teachers can use to assist this group of students learn in an inclusive classroom setting. Teaching practices and Strategies Setting Specific Goals To assist intellectually impaired students in an inclusive setting, teachers must have one specific goal at a time. The teacher should not try to achieve too much with intellectually disabled students. The teacher should start by setting one specific goal for the intellectually impaired student, once this goal is achieved they should set other higher goals (Alderman, 63). For example, while dealing with a child with cerebral palsy who has difficulties even learning basic instruction stepwise learning is advised. Such a child should be first taught how to respond to instruction (Ingersoll, Lewis and Kroman, 1450). The teacher should be patient as even such a simple goal may take several months to achieve. Once the simple goals are achieved then other more complex goals can be set. The strategy of breaking tasks into smaller steps means that students are not overwhelmed by having to learn too much. Even other ordinary learning methods use this learning mode. However, for intellectually challenged people the size of steps is larger. Practical Teaching Learning practically is one the strategies that is used to enhance teaching for intellectually disabled students (Panerai et al, 876). Most people are kinesthetic learners who have to learn by performing a task. A hands-on approach assists such students receive instructions more effectively. Students with intellectual disability learn better if concepts are concrete and can be observed. For example, the force of gravity can be illustrated instead of being taught as an abstract concept. Teachers can be taught by dropping things in the classroom (Shevell, 1068). More information can be retained if the force of gravity is observed firsthand. All concepts that are taught through concrete experience are easier to understand. This is also beneficial to ordinary students in an inclusive setting as they are able to comprehend concepts better. Practical learning is greatly enhanced if visual aids are used. People with Intellectual impairment will learn better if visual aids are used (Shaywitz, Morris and Shaywitz, 456).Visual aids may include pictures, graphs and pictures. Charts can be used to help them understand the behaviour that is expected of them. Charts are also used by instructors to reinforce appropriate learning behavior. Charts are used to provide immediate and direct feedback. Through charts, the students are able to make a connection between their response and their behaviours. Adopting Evaluation Intellectually impaired students are greatly frustrated when they keep seeing failure and poor grades after their evaluation (Loe and Feldman, 644). However, in inclusive learning the assessment method is not appropriate for intellectually impaired students. Students are assessed the same way as ordinary students. Most teachers who have to take care of intellectually challenged children are discouraged as they see their students fail again and again (Shevell, 2008). Exams should be designed in such a way that they do not have to subject intellectually challenged students for failure every time. Behaviour strategies Teachers must ensure their intellectually challenged students behave appropriately in the classroom. The behaviour of intellectually challenged may disrupt the learning of other children in an inclusive setting. Behaviour can be taught by modelling and identifying behaviours that the teacher expects (Mitchell, 63). Behaviour tokens and contracts economies are used as incentives for reinforcing desirable behaviours. Every attempt should be made to encourage positive behaviour. Rules and routines must be consistent and routine. To ensure that students are learning effectively it is important to make a schedule for them and ensure that they stick to it (Mitchell, 27). At the start of the day make sure they know what is expected. It is also important to make sure intellectually disabled students which respect the personal space of other students. Teachers must make sure that students understand all tasks and assignments and avail any materials that are needed to complete the assignment. All staff must also show consistency in the behaviour expectations of their students. Positive behaviour is enhanced a structured environment where predictable routines are created (Matson, Matson and Rivet, 690). Intellectually challenged students should be allowed to move around even if instructions are ongoing. Visual organization also helps students pick positive behaviour from bad practices. Behaviour can also be influenced by making sure students calm and cope effectively. A coping or sensory area combined with teaching of explicit coping and calming strategies assist greatly in this regard. If conflict occurs, it should be dealt with gently and calmly. Teachers should make sure that their voices are not angry while dealing with conflict.Using the least number of words possible also enables the students to stay calm. It is important to outline the consequences of bad behaviour to the students. When students misbehave, use a brainstorming strategy to come up with the best solution (Simpson, 146). Teachers should explain to their students the reasons for their limits and rules in a language that they can easily understand. A clear understanding of the benefits of co-operation should also be outlined to encourage good behaviour (Eldevik et al, 221). The use of natural consequences cab be used to reinforce cause and effect relationship. All behaviour management strategies should be used to maintain positive behaviour, reduce inappropriate behaviour and increase desirable behaviour. Соnсlusiоn Teaching students with intellectual disability is a challenging task. Despite these problems intellectually challenged students can be taught in the same classroom as other students. However, various strategies and practices have to be used to ensure they are learning effectively. The first strategy involves stepwise learning; in this strategy the teacher first ensures students gain basic skills. Later, students move on to more complex tasks that they are able to comprehend. This strategy helps intellectually challenged children overcome the problem of communication. Learning practically is another strategy used to enhance teaching for intellectually disabled students. Most people are kinesthetic learners who have to learn by performing a task. A hands-on approach assists such students receive instructions more effectively. Students with intellectual disability learn better if concepts are concrete and can be observed. For example, the force of gravity can be illustrated instead of being taught in the abstract. More information is retained if the force of gravity is observed firsthand. To be more effective practical learning should be integrated with visual aids. Special evaluation for intellectually impaired students should also be adopted. This ensures that students are not subjected to failure every time they are accessed. Finally, behaviour management strategies should be practiced to ensure that intellectually disabled students do not disrupt other learners. Most importantly, teachers should recognise and consider the special needs of intellectually challenged children even though they learn in inclusive settings. References Alderman, M. Kay. Motivation for achievement: Possibilities for teaching and learning. Routledge, 2013. Eldevik, Sigmund, et al. "Effects of low-intensity behavioral treatment for children with autism and mental retardation." Journal of autism and developmental disorders 36.2 (2006): 211-224. Ingersoll, Brooke, Elizabeth Lewis, and Emily Kroman. "Teaching the imitation and spontaneous use of descriptive gestures in young children with autism using a naturalistic behavioral intervention." Journal of Autism and Developmental Disorders 37.8 (2007): 1446-1456.Loe, Irene M., and Heidi M. Feldman. "Academic and educational outcomes of children with ADHD." Journal of Pediatric Psychology 32.6 (2007): 643-654. Matson, Johnny L., Jonathan Wilkins, and Melissa Gonzalez. "Early identification and diagnosis in autism spectrum disorders in young children and infants: How early is too early?" Research in Autism Spectrum Disorders 2.1 (2008): 75-84. Mitchell, David. What really works in special and inclusive education: Using evidence-based teaching strategies? Routledge, 2007. Panerai, Simonetta, et al. "Special education versus inclusive education: the role of the TEACCH program." Journal of autism and developmental disorders 39.6 (2009): 874-882.Shaywitz, S. E., Morris, R., & Shaywitz, B. A. (2008). The education of dyslexic children from childhood to young adulthood. Annual. Rev. Psychol., 59, 451-475. Shevell, Michael. "Global developmental delay and mental retardation or intellectual disability: conceptualization, evaluation, and etiology." Pediatric Clinics of North America 55.5 (2008): 1071-1084. Simpson, Richard L. "Evidence-based practices and students with autism spectrum disorders." Focus on Autism and Other Developmental Disabilities 20.3 (2005): 140-149. Weeks, F. H. "The Intellectually Impaired Foundation-Phase Learner-How Can The Teacher Support These Learners?" SA-eDUC 10.1 (2013). Read More