Tips for Teachers

 

*The video clip above is an auditory accompaniment of the following text.

The following are strategies that teachers can use to provide equitable opportunities for success to students with multiple intelligence disabilities. These tips are broken down several possible areas of student needs (note- it is not necessary that a student with a mild intellectual disability will have needs in all of the following areas):

General:

• always identify and celebrate strengths of the student
• use both direct instruction and support to help the student move towards self-assessment, goal-setting, self-monitoring, and self-reflection.

• provide student with preferential or appropriate seating to suit his/her needs (in some cases, this may be wherever there is the least amount of distraction- ex. away from windows and doors, near the front, etc.)

Behaviour:

• implement buddy systems, peer tutoring, “circle of friends,” recess support, etc. to create a sense of support for the student(s)
• teach student (and class as whole) self-advocacy skills (ex. asking for help, explaining strengths/weaknesses, explaining needs)
• reinforce positive behaviour
• Post classroom rules and consequences

Organization:

• teach student the use of personal organizers, ex:

-personal timetable

-use of colour-coding to distinguish between ideas

-checklist for supplies and for readiness behaviour

-homework journal/ communication book

• create a visible calendar that serves as a reminder for important upcoming events or assignments
• reinforce simplified note-taking techniques (ex. using a highlighter to indentify key words or facts)

• teach the student to use graphic organizers, mapping, and semantic webbing techniques;

Transitions:

• minimize the number of transitions that occur during the school day
• when transition is necessary, provide constant updates and forewarnings of any changes to help the student(s) cope well with transition
• Use a visual timer to help students better manage transitions from one activity to another with the visual cue of the remaining time.

Emotional Regulation:

An area of student needs, involving difficulty with expression of feelings appropriately.

• Develop a positive rapport with the student.
• Have regular communication with the home
• Use stress reduction aids (doodling paper, iPod, stress balls).

Listening Skills:

(An area of student need, involving difficulty with receptive processing of oral information)

• Pair oral instructions with visual ones (writing or symbols).
• Develop a cue for the student to focus on listening before important information is given (“Stop, look and listen,” or turning the lights off and on).
• Pre-teach new vocabulary and regularly review previously taught vocabulary

References

Ontario Teacher's Federation. (2011). Teacher's          gateway to special education- mild intellectual disabilities. Retrieved from <http://www.teachspeced.ca/index.php?q=node/697>.

Ministry of Education. (2002). The Ontario Curriculum Unit Planner- Special Education Companion. Queen's Printer for Ontario.