Classroom Adaptations For Students With Intellectual Disabilities

Notes from the class:


Make preparations- For successful inclusion of students with intellectual disability there must be careful preparation. Have an open accepting classroom environment and provide the student with the same materials as the other students. Be sure to involve the student in daily activities and meet with them privately and preteach the daily routine. Show them where the materials are kept and how things in the class are done.

Monitor peer relationships- Teachers should be aware that some students may take advantage of students with intellectual disabilities (take part of their lunch, blame them for something they did not do, etc.). Also make sure to teach peers to avoid doing too much or too little for student with intellectual disabilities.

Modify Instruction-

• Prioritize objectives for the student with intellectual disabilities in the general education class and teach directly to these prioritized objectives.

• Adapt materials to the needs of the students by reducing reading, writing, and language requirements and simplify worksheets.

• Communicate with families to help your understanding and receive more information on how the student works best.

• Adapt evaluation using individual testing, portfolio assessments, tape or video recordings, etc.

•Use specialized curriculum when necessary. Some students with intellectual disabilities may need an alternative, more functional curriculum. These curriculums may included communication, community living, domestic skills, socialization, self-help, and vocational and leisure skills. Some students may benefit from a life-skills curriculum which emphasizes transition to adulthood. This may include education in home and family, community involvement, employment, emotional-physical health, and personal responsibilities and relationships.