Disability: Mild Intellectual Disability Student’s Strengths: Joe Blow is 8 years old. His strengths are that eventually, he develops basic literacy and functional math skills. Also, he can learn the same skills as others by utilizing the same curriculum.
Common Disability Characteristic Evidence-based Strategies
Academic Difficulty in Reading Comprehension and Guided notes. Have the class read individually and fill in the Memory. blanks. Then, as a group, read out loud and make corrections when necessary. Use sticky notes. Introduce the plan and then use sticky notes to identify what section we are on and to label individual subjects. Weak Verbal Skills. Constant time delay. First, give the child the task with no delay. Then, mix up the cards with the tasks and give them direct communication. Provide three seconds for them to respond. If they don’t provide the information, repeat the correct response and repeat with each task item. Using the LINCS vocabulary. It will help the student diversify their vocabulary and identify new words and eventually speak with. Social / School Skills Negative self-concept. Positive self-talk. Helps the student identify positive self-esteem as they encourage themselves through the process that may seem difficult. This helps identify where they are at in the process and encourages completion of an activity. Praise notes. This helps direct the student gives instant verbal praise at that specific moment. Inability to read social cues. Teaching with music. This is a creative way that lets the individual learn through the process of creating a song and by introducing a unique way of expression. The use of movement. This is a way to express the emotion of the room and of individual feelings. It can be through individual expression or in a group. Behavior / Organization Lack of affiliation in school activities. Cooperating in learning groups. Having the student participate with other influences them in participation and results in improved test scores. Think-Pair-Share. This allows a student to express themselves individually then allows them to listen to see what other students have learned as a sharing process. Seeks attention in inappropriate ways. Check in- Check out (CICO) – Have the child check-in each morning with the mentor and teacher (and show their progress report). Have the child set the expectations and outcomes that they want. Then, the teacher and mentor will complete the progress report at the end of the day for the check out process. Introduce the positive behavior game. Let the child know that they will get a mark for their team. A collection of three marks means that they will not get the mystery surprise by the end of class. Not getting marks for inappropriate behavior means they earned the surprise at the end of class.