September 6, 2011

Sample Literature Review on How Teaching Personnel Teach School Children with Intellectual Disabilities

How Teaching Personnel Teach School Children with Intellectual Disabilities

Generally, intellectual disability refers to the condition of a person that has limitations with his or her mental functioning for communicating, taking care of him or herself and social skills. All these limitations cause a child to learn and develop more slowly compared to children. Intellectual disabilities or cognitive disabilities or mental retardation cause children to take longer to speak, walk and to take care of them; as well their personal needs. Most of the time, they are having trouble learning in school. They can learn, but, it take them longer time before they absorb or understand the things around them or situation or condition. In this connection, school-aged children with intellectual disabilities need the help and support system of teaching personnel as an early intervention in their condition. They require special education and related services from ages 3-21 years old. School personnel must work with the children’s parents in order to develop an individualized education program or IEP among them. These various special services are especially designed and planned for children that have intellectual disability. In some countries, special education and related services for these children are offered for free for parents. In order to avail of the special education services for a school-aged child, the parents with intellectual disability child must get in touch with the local public school system.

(http://nichcy.org/disability/specific/intellectual)

Furthermore, a child with an intellectual disability can perform well in school setting provided that there is an appropriate individualized help from the teaching personnel with their special education and related services. And, every child has different level of help and support needs; it really depends on the degree of intellectual disability involved. Still, general education curriculum is important among these children, to be able to make a significant progress in their mental condition. Whatever curriculum receives by the normal school children; must be the same curriculum must be given to the general education classrooms for these special children. Although, certain modifications in the teaching methods and strategies will be made; that will suit to the intellectual level of the children with mental disability. In addition, to make the teaching methods more effective, there must be supplementary aids and services provided for them. It is often crucial to provide supports to students with ID case in the classroom. However, teaching staff, along with their special designed instructional tools materials, modern equipments, or any other accommodations that enable children with disabilities to be educated effectively; with nondisabled children. This is the main reason that both parents and teachers should cooperate or coordinate on the condition of the child, to determine fully what appropriate approaches, changes and accommodations may helpful to the students with intellectual disabilities. All these factors are seriously discussed in the IEP by the IEP teams.

(http://nichcy.org/disability/specific/intellectual)

In particular, there are some common changes that may happen to the students with intellectual disabilities. First, adaptive skills that help them to live, work, and play in the community. Teachers and parents are both in charge of helping these children to develop these skills such as communicating with other children or people, taking care of their personal hygiene and needs. In the same way, teaching them to live as what other children do. Hence, teaching them to set the table, cleaning the house or cooking some dishes are very vital for their adaptive development. On the other hand, social skills like proper manners, knowing the rules of interacting in a conversation, getting along with other children and joining in a group game is equally important in developing their social conditions. Correspondingly, learning how to read and write, as well as acquire the basic math are all vital for their mental development as well. And, all these skills will help them to live as normal as they can, when they get older. Moreover, transition planning, is extremely crucial for families and schools. This is a good foundation for student’s transition into adulthood. The earlier transition planning takes place, the earlier the student can accomplish complex activities in life. IDEA requires transition planning for students with disabilities when they turn 16 years old, but most students, believe that they should learn transition process earlier than that.

(http://specialchildren.about.com/od/mentalretardation/a/MRschool.htm)

Consequently, the teachers must find out the strengths and interests of the students; and focus on their positive traits. These strengths can lead them to success. Being concrete and demonstrative most of the time, such as providing the students with hands-on-materials, pictures and experiences are effective tools for teaching. The joint efforts of students, parents and teaching personnel are the best way to create and implement IEP strategies to meet the students’ needs.

(http://specialchildren.about.com/od/mentalretardation/a/MRschool.htm)

References:

(http://nichcy.org/disability/specific/intellectual)

(http://nichcy.org/disability/specific/intellectual)

(http://specialchildren.about.com/od/mentalretardation/a/MRschool.htm)

(http://specialchildren.about.com/od/mentalretardation/a/MRschool.htm)

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