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https://onetru-my.sharepoint.com/:p:/g/personal/t00697493_mytru_ca/EZmPzZwbmXZAm9JUSY7U4YABq1K3F8wjrycX8jYII3UlhA?e=LV9Luu

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https://www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability
- This website provides a pin-point list of ideas for teachers or education assistant strategies to make the classroom a welcoming place that fits the needs for all students with intellectual disabilities

Disability - seminal practice statement paper - Niemiec Shogren Wehmeyer (2017).pdf (viacharacter.org)
- This paper goes over the importance of making a strength-based approach to all assessments and classroom work. As well it provides a list of strengths to look out for, and realize that some things you may think are negative are actually a positive.

The Importance of Taking a Strength-Based Perspective (crisisprevention.com)
- This article tells a story of a teacher reaching out for help with a student who keeps disturbing the class. However, when the CEA comes to observe she realizes that all these negative behaviours the child was expressing were actually him supporting his own education. It brought insight into how different peoples perspectives are and how important it is to take in all the information to make the best possible outcome for the student(s)

10+ Strategies - Learning for All (learningforallab.ca)
-This website provides an easy read to understand a more strategized classroom life that benefits both the teacher/EA and the student.

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The term 'intellectual disability' refers to a group of conditions caused by various genetic disorders and infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an individual's development. Intellectual disability can be defined as a significantly reduced ability to understand new or complex information, learn new skills and to cope independently including social functioning. As with all disability groups, there are many types of intellectual disability with varying degrees of severity. These include considerable differences in the nature and extent of the intellectual impairments and functional limitations, the causes of the disability, the personal background and social environment of the individual. Some people have genetic disorders that impact severely on their intellectual, social and other functional abilities. Others with mild intellectual impairment may develop adequate living skills and are able to lead relatively independent adult lives. Approximately 75 per cent of people with intellectual disability are only mildly affected, with 25 per cent moderately, severely or profoundly affected.

Impact of intellectual disability

The characteristics and impact of a person's intellectual disability will vary depending on the cause. There are a number of common characteristics that may have a significant impact on an individual's learning, including:

difficulty understanding new information

difficulties with communication and social skills

slow cognitive processing time

difficulty in the sequential processing of information

difficulties comprehending abstract concepts.

Austed discussions during 2014 highlighted the challenges that students with an intellectual disability can experience at university level. Students may cope well with the 'hands-on' components of post-secondary study, but find it difficult to understand complex information.

One strategy known to be successful is to integrate people with an intellectual disability by providing opportunities for auditing classes. Auditing is an approach whereby a person attends lectures in an award course for general interest (i.e. not for the purpose of completing the requirements of the award). Auditing does not include assessment, online learning material, or attendance at laboratory or tutorial classes. It can include access to the library and general campus facilities.

Teaching strategies

It is important to know that despite difficulties in a learning environment students with intellectual disability can and do have the capacity to acquire and use new information. There is a range of inclusive teaching strategies that can assist all students to learn but there are some specific strategies that are useful in teaching a group which includes students with intellectual disability:

Provide an outline of what will be taught - highlight key concepts and provide opportunities to practise new skills and concepts.

Provide reading lists well before the start of a course so that reading can begin early.

Consider tailoring reading lists and provide guidance to key texts. Allow work to be completed on an in-depth study of a few texts rather than a broad study of many.

Whenever you are introducing procedures or processes or giving directions, for example in a laboratory or computing exercise, ensure that stages or sequences are made clear and are explained in verbal as well as written form.

Students may benefit from using assistive technology.

Use as many verbal descriptions as possible to supplement material presented on blackboard or overhead

Use clear, succinct, straightforward language.

Reinforce learning by using real-life examples and environments.

Present information in a range of formats - handouts, worksheets, overheads, videos - to meet a diversity of learning styles.

Use a variety of teaching methods so that students are not constrained by needing to acquire information by reading only. Where possible, present material diagrammatically - in lists, flow charts, concept maps etc.

Keep diagrams uncluttered and use colour wherever appropriate to distinguish and highlight.

Ensure that lists of technical/professional jargon which students will need to learn are available early in the course.

Recording lectures will assist those students who have handwriting or coordination problems and those who write slowly as well as those who have a tendency to mishear or misquote.

Students will be more likely to follow correctly the sequence of material in a lecture if they are able to listen to the material more than once.

Wherever possible, ensure that key statements and instructions are repeated or highlighted in some way.

One-to-one tutoring in subjects may be important; this can include peer tutoring.

Students may benefit from having oral rather than written feedback on their written assignments.

It may be helpful for students with intellectual disability to have an individual orientation to laboratory equipment or computers to minimise anxiety.

Assessment strategies

Students with intellectual disability may need particular adjustments to assessment tasks. Once you have a clear picture of how the disability impacts on learning, you can consider alternative assessment strategies. In considering alternative forms of assessment, equal opportunity is not a guaranteed outcome, it is the objective. You are not expected to lower standards to accommodate students with disability but rather are required to give them a reasonable opportunity to demonstrate what they have learned:

Allow extensions to assignment deadlines

Use technology to record students work, e.g. digital photography, tape and video.

Students may take longer to organise thoughts and sequence material. They will benefit from discussing their outlines, with particular attention being paid to appropriate relationships and connections between points.

Encourage the student to submit an early draft of assignments to allow the opportunity for feedback to the student as a formative process.

Students with an intellectual disability will need extra time in an examination for reading and analysing questions and for planning their answers. Some students will request that examination questions be read to them. Some students may prefer to dictate their answers to a scribe. They will need a venue which is quiet and distraction-free.

Keep short your written examination instructions and sentences within examination questions. Questions using bullet points, lists or distinct parts are more likely to be correctly interpreted.

Because students with intellectual disability find it difficult to read multiple choice questions in a way that allows them to appreciate subtle changes in the arrangement of words, short answer questions will be a better test of their knowledge.

Students may benefit from an exam timetable that features a number of days between exams to assist in exam preparation.

Many students with intellectual disability are chronic misspellers and use dictionaries only with great difficulty.

Resources

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The term 'intellectual disability' refers to a group of conditions caused by various genetic disorders and infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an individual's development. Intellectual disability can be defined as a significantly reduced ability to understand new or complex information, learn new skills and to cope independently including social functioning.

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2. https://www.youtube.com/watch?v=E_2ZEwhh9WQ
Mia explains how she just wants to learn, but she's been discriminated against in the past. She shows how she can live and learn just like everyone else she just needs the proper accommodations.

3. https://youtu.be/s9tGocAaPCQ
Portia explains how having a learning disability affects her personal life and her attempts at getting a job.

4. https://www.youtube.com/watch?v=PhiYISglx40
Larry's story. Larry goes over what it was like for him living in an institution and how much better his new life with person-centred planning is. He goes over what issues he's faced and expresses his independence after finally being able to do his own thing on his own terms after several years locked away from the outside.

5. https://www.youtube.com/watch?v=kecbrb-gBLA
Oisin's parents talk about their son's disability. They say that they'd rather have their son how he is than not at all after finding out shortly after he was born that they should be prepared for his death. Several years later he's still surviving and his parents would do anything for him to live a happy, healthy life.

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Children and adults with intellectual disabilities may go through different challenges based on the severity of their ID and the kind of supports their receiving. On the other hand, they can make great achievements and adapt really well in inclusive environments. Here are a few challenges and achievements created in social and educational settings, as well as adaptations required.

Some barriers/ achievements they may face:
Barriers:
- behavioural challenges

- communication challenges

- lack of transportation accessibility

- little to no social skills

- struggles with academic work

Achievements:
- accomplish personal goals set for the school year

- self-advocacy

- making their first friend

- attending university or college

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1. Intellectual Disability is the notice of developmental delays starting from the newborn stage; this includes walking and talking late, as well as difficulties remembering things. According to AAIDD one diagnostic technique used is called the Diagnostic Adaptive Behaviour Scale (DABS). It states the process of looking into the functions of conceptual, social, and practical skills.

2. Intellectual Disability can be caused by down syndrome, fatal X syndrome, and FASD and many pregnancy issues. These children have difficulties both in their personal lives and educational. Intellectual disabilities are quite common in America; about 6.5 million people are diagnosed.

3. (Inclusion of Learners with Exceptionalities in Canadian Schools) speech and language delays are quite common in people with intellectual disabilities. If they're at more of a mild level of severity then they're more likely to have a harder time understanding complex sentences. As well their motor skills will be delayed when it comes to drawing, writing, and cutting. However, severe intellectual disabilities may have little to no verbal development and struggle to make friends. For their physical characteristics, it depends on which disabilities are connected (ex. cerebral palsy). They may have little to no movement and require a wheelchair.

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Mild ID
- simplifying the language you use

- know that inclusive education benefits students with and without disabilities

- use games and video discussions to gain social skills

- oral exams instead of written
Severe ID
- position students in a non-distracting area

- create a written list of things needed to be done & break it into steps

- use a video to provide examples or record yourself for the student to use at home

- give extra time to complete tasks