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I think they might have difficulties understanding the moral issue or value laden topic if a values clarification approach is being used.

They may also face difficulties in the thoughtful reflection of personal values, alternative viewpoints and consequences of various choices involved in the values clarification approach.  This will ultimately affect their final decision and outcome.

Thus the values clarification approach may not be as effective if based on the belief stated in the question. -Aqilah

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I believe inculcation and modelling are good approaches towards teaching persons with intellectual disabilities to act morally and responsibly.  However, I don't think relying on just these two approaches will be sufficient.

I will suggest a joint strategy in which we combine the various approaches including the values clarification approach and PATHS could be used together with inculcation and modelling as each approach has their benefits.

We may also consider that different approaches may have different effectiveness with different individuals thus a joint strategy combining the various approaches may be more effective. -Aqilah

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Values clarification can help people refine their value systems in a low-risk environment. Hence persons with intellectual disabilities will be in a high-risk situation where the impulsiveness and poor understanding will create more confusion in values. People who do not have well-clarified values or people who have conflicting values, moral dilemmas can lead to stress and anxiety, and even feelings of helplessness.  *Angelia

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Moral Development is a multifaceted, complex concept. A combo meal with just inculcation and modelling might not be sufficient for a person with intellectual disabilities. It must encompass a strong belief and practise since young where they understand the importance of building a moral identity and character in them. The shaping moral character requires willpower, desires and integrity to behave morally. The family, the peers, the school, the society, the whole community have to collectively come together to model morality so as to make sense to the persons with intellectual disabilities.
* Angelia

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It will not be easy to cultivate / teach values for persons with intellectual disabilities. If they are perceived to have lower level of understanding, reasoning and impulse control, they may not able to reflect on their own personal values and "Do the Right Thing". Are we able to cultivate the right values to our students, as some are not conform to norm due to culture differences and local diversity?  So the values clarification approach may not be a safe place for them to cultivate values if they don't pick up the right values and make informed decisions that are aligned to personal beliefs. [Calvin]

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Inculcation and modelling are good approaches for teaching persons with intellectual disabilities to act morally and responsibly. We as educators need to look at ourselves, self check on our behaviours before we model our actions to our students and thus setting a good example. The behaviour of the adults (parents, teachers, relatives, friends) impacts the child - whether they're aware of it or not. Often, adults are not aware of the impact of their actions. In our day-to-day lives, we need to be more conscious of our own behaviour, even when it is not directed at our children, such as our response when something unexpected happens. Adults need to 'walk the talk' if we want to influence their character in postive ways. [Calvin]

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Inculcate CCE values to them as these are the basic values that can be taught in school and at home, values such as respect, responsibility, integrity, resilence and confidence. Through role modelling by teachers and parents, they can "imitate" the behaviours displayed by adults and follow accordingly. This can be reinforced by Values In Action (VIA) where they are able to put their knowledge into practice through hands-on experience with people, such as giving up seats to the elderly on the bus, be polite by saying "please" and "thank you", care for the environment by engaging in recycling efforts to reduce waste, etc. As quoted in MOE website - "Values in Action (VIA) are learning experiences that support students’ development as socially responsible citizens who contribute meaningfully to the community, through the learning and application of values, knowledge and skills. VIA fosters student ownership over how they contribute to the community. As part of VIA, students reflect on their experience, the values they have put into practice, and how they can continue to contribute meaningfully." I believe this statement also applies to our students with disabilities as  VIA provides a platform for students to interact with others and practice what they have learned on the CCE values. [Calvin]

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There will be reduced effectiveness of the approach, or rather more scaffolding of the approach will be needed. Values will need to be explicitly taughted and demomstrated. - Siew Min

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We would probably need more than inculcation and modelling. Values and character education is a broad area and often influenced by family and cultural beliefs. Collaboration with families and understanding their position will help greatly in teaching of values and character education. - Siew Min

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I agree with the carrying out of VIA. Nothing beats having experiential learning which students see and go through for themselves. Through that, students can form prior knowledge and relate better when ee teach values and character education. - Siew Min

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If we assume that persons with ID have “reduced capacity for understanding, reasoning and impulse control”, it would then translate to the kind of expectations we have of them when we adopt the values clarification approach. Would we be subconsciously limiting their ability to think, reason and come to a choice on the stand they wish to take for themselves? Then, as what others have raised, it would then limit the effectiveness of this approach as we are no longer giving them a platform to clarify and discuss about values but it’d be a place where we “download” content over to persons with ID. - Sheree

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Yes I agree too that it wouldn’t be enough if we would just focus on “inculcating” and “modeling” of values to persons with ID. But I would say that we can never over emphasize the need to model and inculcate the right values. As parents and/or teachers, we would rather talk about good values more than modeling them. It’s easier teaching or talking about it. But time taken to inculcate through day to day routines and modeling through our examples go such a long way ...

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I think if we are talking about implications on the values clarification approach, it might not be as impactful as for the approach to work, they would need a certain degree of self-control and empathy. - Hafidz

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Like what the others have mentioned, it is definitely not enough just by inculating and modelling. I think we definitely need to work with the parents and other teachers to reinforce values that we are inculcating in the students. After all, it takes a village  to raise a child. - Hafidz

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I agree with VIA and CCE lessons. Apart from it, the lessons should be explicitly designed and examples are relatable to the students. - Hafidz

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Knowing but not doing

I think it might be challenging for persons with intellectual disabilities who have reduced capacity for understanding and reasoning to effectively engage in meaningful discussion and reflection of the targeted value-laden topic or moral issue. And even if they have the ability to conclude what is appropriate and what is not, it does not mean that they are able to practice what they have concluded. The reduced capacity for self control may cause them to react out of impulse and perform an act that is against what is appropriate. (Jessica)

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Inculcation and modelling are good approaches for teaching persons with intellectual disabilities to act morally and responsibly. However, just by that alone may not be sufficient as we also need to consider how well the person with intellectual disability is able to practice self-control. (Jessica)

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Including PATH and home support

We could perhaps apply PATH curriculum to firstly equip the person with skills to excute self-control and choose alternative actions to self regulate in undesirable circumstances over acting out on impulses. This would empower persons with intellectual disabilities to act morally and responsibly as they have better control over behaviours that are not appropriate. It's also important to work closely with their parents to reinforce the practice. (Jessica)

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Yes, as Calvin said: since persons with intellectual disability have limitations in their understanding, just by Values Clarification approach is not enough to help them to clarify morals and values, and also making decisions, and implement changes in their lives. But it is a start, with professionals’ support it is a possibility. It may take longer. It may need re-customized programme or revised Values Clarification Approach. - Celestin

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I agree to what Siew Min said. Teaching and showing to persons with intellectual disabilities what to do and how to do them is not enough. As Bronfenbrenner mentioned, the people around them and the environment they live in do play a part and have great impact on them. Everyone must do his or her part and work together as one to see the success. - Celestin

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The values clarification approach not only have implications on persons with ID but also with normal people. the approach will not be effective if normal people have their own set of beliefs ingrained in them. for the persons with ID, its even more difficult to be taught as their thought process is slower. As such the approach might work to certain extent for a certain period of time

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Agree to what celestin said. it takes a village to raise a child, so the learning, inculcation and modelling will all go together to produce the desired outcome but there are still limitations to persons with ID as their retention of what is taught and practices might not last for long.
(ibrahim)

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Agree to w

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They might not relate well to the approach due to their capacity for understanding, reasoning and impulse control. They might not be able to process it and relate to their personal experiences due to their limitations. However, in time and frequent regular reminders, they might be able to internalise it.

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I believe inculcation and modelling needs to be on a regular basis. In addition to ensuring that everyone is together in this including the parents and all, efforts need to be consistent as moral values can be put in place as habits for these kids. Yes this works for everybody but kids with ID requires more time to internalise this.

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I think the implications they might have is lack of understanding as they have reduced capacity of understanding.

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Both are good approaches which I think should be taught explicitly. And I also agree to the fact that both should be taught in a regular basis. The effect may not be immediate. However the impact might be there.

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I agree with what Calvin mention on the part to inculcate in CCA and VIA. As most of the mainstream schools encourages both very much it would be a good platform for giving them the sense of inclusion as well as a learning opportunity to act morally and responsibly.

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It is insufficient even for people with no intellectual disabilities. It takes more than just inculcation and modelling for both people with or without ID.  It is important for everyone(family,teachers, friends,  societies ) to always reinforce the right actions and be socially responsible of our actions. However, we can teach,share,do so much but at the end of the day, we cant determine how much they can learn. (Hamizah)

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I think it can be challenging to use this approach with them as they may have difficulties reflecting and relating it to their personal values. It is still important to teach them because who knows, there is still some capacity in them to learn, but the question is how much can they learn? (Hamizah)

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Implications on values clarification approach 

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Implications on values clarification approach 

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I think some of the implications would be that, if the approach is purely through reflection and discussion, students with intellectual disabilities might not have the level of understanding and reasoning needed to understand the alternative viewpoints that they would need in understanding certain values. Sometimes it could also be that they might not be able to express and articulate what they might think about it. They might not be able to recognise some of the consequences of the choices they made in perhaps a particular scenario given for discussion.Their reflection might not be to the point as well, so the teacher might not get the target response from them and might not be able to accurately check for their understanding of the value taught.

Though all these were said, I do think that it is important to still teach or talk about values to them, to allow them to hear more about it and expose them.

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I think both inculcation and modelling would have to go hand in hand. Even when doing so, modelling has to be very specific to them, that when I do this, it means that I am ...

I think working together with people surrounding the person with intellectual disabilities is very important as it will provide more reinforcement. Home support will be needed to ensure that the same message is sent from school and from home, when they hear the ‘same message’ over a few times with different people and demonstrated in different scenarios or situations, it might be easier for them to show it. Also this is because other people might have the chance for incidental teaching which would be a good way to reinforce the value taught.

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I also agree with teaching through VIA, though definitely, before VIA, the person would have to be taught the value that the VIA is about. This provides a real situation for the person with intellectual disability to react and apply what they have learnt

For the teachers or home to reward and affirm them when they observe that the persons with intellectual disability are doing acts that are moral and responsible; sort of treating the moral acts as a positive behaviour that we would like them to exemplify. I think in a way even if they do not fully understand why they might have to do it, they will relate them doing the behaviour as something good since they were 'rewarded' and affirmed and hence want to keep doing it.. Teachers or parents will still have to explain why he/she is getting rewarded or affirmed, that it is a good behaviour etc, so to associate the action with a good behaviour.

I also think that perhaps some modifications can be done to the values clarification approach and through inculcating and modelling, such that it is made easier for them to understand. For example, instead of reflection and discussion, there can be pictures or videos to watch, more use of examples (hopefully there was an example that they can relate to and then hooking onto that relatable example, teach appropriate and right behaviour)..

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I feel that the values clarification approach requires a lot of thinking/reflecting process. Hence, due to that, I feel a person with intellectual disability might have a challenge in understanding and processing. To me, it's not that they cannot learn at all but for them, it takes a little bit more time.

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I feel that both are good and definitely have to come hand in hand for them to be explicitly taught so that they can know and observe what is right and how they should carry out themselves. But this should consistently portrayed by people surrounding them. Meaning, it should not only be reinforced in school but also at home.

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I think it’ll be a long term process to teach persons with disability to act morally and responsibly.  Teaching them values with concrete examples is one way for them to learn and understand it. Otherwise, they will not be able to grasp the concept at all. I think visual aids are best to help them in their learning as well. I also think that immediate feedback will be great for them so that they are able to make a connection between their behaviours and the teacher’s response to that particular behaviour. Through this they will be able to grasp the concept of cause and effect when we are to teach morals and values to persons with intellectual disability.

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Through modelling. Role Play

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Yes , I do agree to a certain extent that “inculcation” and “modeling” play a significant role to teach persons with intellectual  disabilities to act morally and responsible. An individual can develop moral behavior only when he understands what is good and what is evil. I believe that every individual has a set of characteristic and behavior that make her or him distinct from everyone else , therefore as a teacher I need to first understand my student’s learning needs and then create learning opportunities  that is suited for his or her level of understanding. (Shalani)

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Whenever possible , provide them with concrete events/situations that they can experience and learn from . We need to also provide specific praising comments that link the behavior directly with the recognition. Most importantly , the opportunity needs to be consistent and specific , repeating and reinforcing information will aid in their long term memory  (Shalani)