WHAT IS AN INTELLECTUAL DISABILITY
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Jan 9, 2024
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docx
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EDU 352
WHAT IS AN INTELLECTUAL DISABILITY? Write about the disability.
Example: For Autism Spectrum Disorder, make sure to explain ASD 1
A person is said to have an intellectual disability if their general intellectual and adaptive
functioning is significantly below average and their academic development is significantly behind. The developmental period is defined as the period from birth to age
eighteen. Knowing what the disability implies and entails will help you provide for the needs of kids with intellectual disabilities in the best possible way. When mental capacity is restricted, it is difficult to develop critical cognitive talents. This includes planning, making decisions, and thinking. It is difficult to learn new things because of this limited brain capacity. Students must be helped to develop their capacity for learning, which is an essential mental skill for life (Lautieri, 2019).
Intellectual disability can take many different shapes and develop for many different reasons.
As a result, there is no one collection of characteristics that perfectly sum up intellectual disability. However, common traits include difficulties with learning, poor attention, memory, behavioral problems, poor social-emotional abilities, and speech and language.
Most Common Signs of Intellectual Disability in Kids
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Trouble with logical thinking or inability to solve simple problems
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Inability to learn new skills despite prolonged practice
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Behavioural problems such as poor tolerance and explosive tantrums
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Delayed development in areas such as crawling, sitting, walking and talking
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Inability to understand social rules and customs
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Lack of curiosity or interest
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Difficulty in remembering things
CHARACTERISTICS IN THE CLASSROOM
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Unable to stay on task
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Needs support during tasks
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Gaps in all content areas
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Easily distracted
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Frequent questions, often repetitive
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Needs assistance with basic daily skills
(Module 4 Topic Information)
Assistive technology is one of the core strategies to help students with
learning and processing information. Educators must have a toolbox of resources readily available in order to best assist students with
speech support: This strategy is beneficial for students to hear the words spoken aloud while they read them on the page. Many e-books feature audio files. and smartphones and tablet computers that come with text-to-speech software that can read everything aloud on are all great ways to help students manage their time in the classroom. If a teacher utilizes timers and reminders for the students..
Augmentative & Alternative Communication Systems: Aug- aids that build off of the student's existing communication skills; Alt.- used by students with no vocal skills. combined, they include symbols, devices, techniques, and strategies (McLeskey, et al., 2017)
2. Explain how you will implement the instructional approaches, accommodations, and/or modifications in your own classroom. What will you do to ensure student success
3. Make sure to include assistive technology and explain how it will help students participate in high-quality classroom communication and interactions to achieve their educational goals. (FEAP a.2.i) Explain the assistive technology in detail and tell how and why it is beneficial
4. Write about any challenges that you might face trying to implement the instructional strategies in your classroom. Share any challenges you might face with the assistive technology. Be specific.
5. Explain how you will overcome those challenges in your own classroom.
6. 7. (FEAP a.2.i) All weekly instructional approaches are included with detailed information, at least one includes the use of current and assistive technologies: All strategies were submitted, and the desired learning outcomes were achieved. The student elaborated on the reflection and gained significant insight into the concepts and application of differentiation. The student utilized current and/ or emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals A fundamental aspect of your identity as a teacher is your particular philosophy of education. The foundation for the kind of teacher you want to be and what you think is laid out by comprehending and developing that philosophy. It covers your professional ethics, your lesson plans, and how you'll support students' growth in your classroom. Perennialism is an educational ideology that holds that human nature and nature, in general, are constants and that schools ought to instruct students on subjects and material that have stood the test of time. Perennialists believe education should aim to teach pupils the great concepts of Western civilization, which, once learned, will enable them to solve issues across various fields (Kauchak & Eggen, p. 171).
The next is progressivism, which focuses on helping people develop personally and solve real-world problems. Progressivists believe education should aim to fully develop pupils on all levels—physically, cognitively, socially, and emotionally. Teachers should be kind people who utilize questioning and discussion to guide students as they look for meaning in their own lives and the world at large rather than primarily lecturing.
should direct students as they look for meaning in their own lives and the larger outside world by using questions and conversation (Kauchak & Eggen, Pg. 173). The third main
school of thought, known as essentialism, contends that there are certain abilities and knowledge that everyone should have. By including in the curriculum the skills required to function successfully in the modern environment, essentialists contend that education
serves to advance society (Kauchak & Eggen, p. 176). Social Reconstructionism, the fourth educational philosophy, contends that schools, instructors, and students should take the initiative in addressing social issues and enhancing society. According to social
reconstructionists, the curriculum needs to include…
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