Intellectual Disabilities
Resources
Basic Information
Introduction to Intellectual DisabilitiesCauses of Intellectual DisabilitiesDiagnosis of Intellectual DisabilitiesHistorical & Contemporary Perspectives of Intellectual DisabilitiesIntellectual Disabilities & Supportive RehabilitationSupport for Families of People with Intellectual DisabilitiesIntellectual Disabilities Summary & ConclusionIntellectual Disabilities Resources & References
LinksBook Reviews
Related Topics

Childhood Mental Disorders and Illnesses
Childhood Special Education

Effective Teaching Methods for People With Intellectual Disabilities

Tammy Reynolds, B.A., C.E. Zupanick, Psy.D. & Mark Dombeck, Ph.D.

Individuals with intellectual disabilities (ID, formerly mental retardation) benefit from the same teaching strategies used to teach people with other learning challenges. This includes learning disabilities, attention deficit/hyperactivity disorder, and autism.

One such strategy is to break down learning tasks into small steps. Each learning task is introduced, one step at a time. This avoids overwhelming the student. Once the student has mastered one step, the next step is introduced. This is a progressive, step-wise, learning approach. It is characteristic of many learning models. The only difference is the number and size of the sequential steps.

students in classroomA second strategy is to modify the teaching approach. Lengthy verbal directions and abstract lectures are ineffective teaching methods for most audiences. Most people are kinesthetic learners. This means they learn best by performing a task "hands-on." This is in contrast to thinking about performing it in the abstract. A hands-on approach is particularly helpful for students with ID. They learn best when information is concrete and observed. For example, there are several ways to teach the concept of gravity. Teachers can talks about gravity in the abstract. They can describe the force of gravitational pull. Second, teachers could demonstrate how gravity works by dropping something. Third, teachers can ask students directly experience gravity by performing an exercise. The students might be asked to jump up (and subsequently down), or to drop a pen. Most students retain more information from experiencing gravity firsthand. This concrete experience of gravity is easier to understand than abstract explanations.

Third, people with ID do best in learning environments where visual aids are used. This might include charts, pictures, and graphs. These visual tools are also useful for helping students to understand what behaviors are expected of them. For instance, using charts to map students' progress is very effective. Charts can also be used as a means of providing positive reinforcement for appropriate, on-task behavior.

A fourth teaching strategy is to provide direct and immediate feedback. Individuals with ID require immediate feedback. This enables them to make a connection between their behavior and the teacher's response. A delay in providing feedback makes it difficult to form connection between cause and effect. As a result, the learning point may be missed.

 




Contact Information

Sarah Dinklage, LICSW
Executive Director

sdinklage@risas.org

Charles Cudworth, MA
Director, SAS

ccudworth@risas.org

Leigh Reposa, MSW, LICSW
Program Manager
lreposa@risas.org

Colleen Judge, LMHC                  Manager, SAS
cjudge@risas.org 

Kathleen Sullivan
Manager, Community Prevention
ksullivan@risas.org


300 Centerville Rd.
Suite 301 South 
Warwick, RI 02886
401-732-8680


powered by centersite dot net