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Melinda A Nowak #15

Strategy Matrix SPED 5326:253

Organizing Needs & Strategies for Intervention Purposes July 24, 2017
Summer 2017
Disability: Mild Intellectual Disability Dr. Ellen Duchaine
Possibly / Common Strengths: This student is generally happy, showing a willingness to participate and be included in
class. The student thrives on praise and acceptance, and overall, has a positive outlook in general. Most teachers report that the
student is a joy to have in class and there are little to no behavioral problems.
Common Disability Characteristic for students Evidence-based Instructional or Behavioral Strategies the student can learn to
with Mild Intellectual Disabilities. find school success
IQ <70: The student is currently behind Peer Assisted Learning (PALS): This class wide peer tutoring strategy
his peers academically and tests allows students to engage in reciprocal learning roles. Students with
significantly below grade level. The MID can benefit from the interaction and modeling from their peers
student demonstrates delays in Scaffolding: Can be used to help the student understand content and
cognitive, social, and adaptive behavior give greater independence in the learning process. This method also
skills. helps students feel successful as they move through higher level
Memory and Recall: The student has Mnemonics: Since mnemonics help increase recall of new information
difficulties remembering and with by associating it with familiar information, this method is excellent for
memory recall in general. The student students who have trouble remembering information.
struggles with organizing new Music & Rhythm: since most children have a natural love and affinity
information, or recalling directions when for music, this method of teaching and learning is very beneficial for
students with MID. Students are more likely to recall information
completing tasks.
presented in this way.
Social / School (Skills)
Learned Helplessness: The student is Positive Self-Talk: By helping the student focus on the positives
very dependent on others in both the instead of mistakes, students can do better and keep moving forward
classroom and social setting and has low and making progress. Instead of feeling helpless, the student feels
motivation to work independently. He empowered to improve.
lacks the ability to complete certain tasks Graphic Organizers: Students can sort and organize large amounts of
or problem solve on his own, so he relies content, making it easier to access, understand, and recall it later. It
on others for help in most situations. also helps students become more independent in their learning.
Student is also highly praise driven.
Socially Awkward: The student lacks Check-in/Check-out: While providing positive adult attention, this
the skill set to adapt to new or changing method also helps students regulate their behavior by providing positive
situations. He is socially inept at times, feedback more often.
and can appear awkward to his peers. Cooperative Learning Groups: Because it promotes learning and
fosters respect and friendships, students can depend on each other in a
positive way for a variety of learning tasks.
Behavior / Organization
Emotional Control: The student is Behavior Contracts: This reward based system allows students to
sensitive to stimuli and can become achieve certain goals and expect positive outcomes. This can help
frustrated and emotionally charged at students with learn to control the behavior, their emotions and their
times. This is especially true when work bodies, allowing them to participate in a positive learning environment.
is too difficult or when the student is Behavior Specific Praise: By using positive, specific praise of
desirable behaviors, teachers can increase appropriate behaviors and
having trouble communicating with
academic engaged time. This is helpful with students with MID
teachers and peers. specifically because that are praise driven.
Limited Adaptive Behavior: The Student Choice: By presenting the student with options, the student can
student lacks the skill set to adapt to new select activities that they feel they are most capable of completing and
or changing situations. Direct instruction doing well. Students feel more accomplished as well.
can be challenging and the student has Visual Schedules: This helps communicate the type and amount of
difficulty keeping up during lessons. work that a student is expected to complete and promote smooth
transitions between and within activities