Supporting students with intellectual disabilities

Tait, Kathleen (2014) Supporting students with intellectual disabilities. In: Diversity, inclusion & engagement, 2nd ed. Oxford University Press, Melbourne, Australia, pp. 205-231. ISBN 978-0-1955-2223-5

Abstract

The suggestions outlined in this chapter are aimed at assisting educators to understand the characteristics of intellectual disabilities and the potential impact of having an intellectual disability on an individual's learning and development. In addition, a central aim of the information included is to introduce readers to the importance of designing optimal learning environments and using effective evidence-based teaching practices that fit the learner's strengths and challenges. In an effort to raise educators' awareness of the importance of developing meaningful skills and behaviours in the lives of children and youth with intellectual disabilities in their classrooms, this chapter also aims to introduce both undergraduate and graduate student teachers to the design, delivery and evaluation of functional and academic programs for students with an intellectual disability across all learning environments. Finally, it is important to note that all the teaching strategies and approaches to learning outlined in this chapter have been built upon sound cognitive and behavioural learning theories.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © Mervyn Hyde, Lorelei Carpenter and Robert Conway 2014. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 13 Nov 2014 23:20
Last Modified: 16 Aug 2017 00:25
Uncontrolled Keywords: adaptive behaviour; adaptive functioning; assistive technology; behavioural strategies; cognitive strategies; explicit instruction; functional behaviour assessment; FBA; functional skills; individual education program; IEP
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1701 Psychology > 170102 Developmental Psychology and Ageing
13 Education > 1303 Specialist Studies in Education > 130312 Special Education and Disability
Socio-Economic Objective: C Society > 93 Education and Training > 9399 Other Education and Training > 939907 Special Needs Education
URI: http://eprints.usq.edu.au/id/eprint/26377

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