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How teachers manage students with low intellectual function.

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Consider the limitations in intellectual functioning and adaptive behavior often presented by students with intellectual disabilities. What skills should teachers primarily focus on when working with this particular group? What environments or educational settings would optimize student learning? Cite at least one source to substantiate your response.

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Students with intellectual disabilities include a range of severities of disability from mild through profound (American Psychiatric Association (APA). (2000). Diagnostic and statistical manual of mental disorders (4thed., text rev.) (DSM-IV-TR). Washington, DC: as mentioned in http://coy.state.va.us/vcoy/PDFfiles/Intellectual%20Disability_1.pdf). Depending on the severity of the disability and any specific treatment objectives as defined by the medical treatment team, in general, survival skills which lead to ...

Solution Summary

This solution describes a variety of manifestations of limited intellectual functioning, the skills teachers should focus on in working with this group, the best educational settings for optimizing learning, and a reference for further investigation.

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Autism Spectrum Disorder: Awareness and IDEA

Autism Spectrum Disorder (ASD)

Consider the statement: "the number of students identified with ASD has increased over the last few decades. Some people even call ASD an 'epidemic'" (Powell & Driver, 2013). This increase specifically affects you in the classroom or daycare center because it shows a high likelihood of your encountering children with ASD. Therefore you must understand the disorder as well as the strategies that will support children with ASD in the classroom or center. For this discussion, imagine you are new teacher just learning about ASD.

Part One: After viewing the Autism Awareness Video: Diagnostic Criteria for Autism and reflecting on the attached reading, briefly describe what ASD is according to IDEA. Even though "no two students with ASD exhibit the exact same characteristics" (Powell & Driver, 2013, Section 9.3), list a few of the difficulties children with ASD might have with communication, social skills, and repetitive or obsessive behaviors. Lastly, explore several of the academic characteristics that some children with ASD might exhibit.

Part Two: As your text states, "Many of the teaching suggestions presented in previous chapters may benefit students with ASD" (Powell & Driver, 2013, Section 9.6). The more we understand these connections, the more prepared we will be in terms of planning our instruction. Complete the Austism Spectrum Disorder (ASD) Table, comparing which instructional strategies might work with children with ASD as well as children with other disabilities. Be sure to complete each of the bulleted points as they are required, but you may add more detail outside of these bullets if you wish.

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