![4.CONCRETE TO ABSTRACT
• Concrete -> Material & Specific
• Abstract -> Ideal & General
• Always start with Concrete and move to
the Abstract
• Use Concrete like a Tree, Dog, Fruit, etc.
• By Concrete, the Children can see, feel &
manipulate it with their hands
• By Concrete, the Children can use all five
senses
for ex:
1. An Actual Apple [Concrete]
2. A Picture Of An Apple [Less Concrete]
3. The Word Apple [Abstract]
APPLE](https://image.slidesharecdn.com/groupproject202402020730100000-240205140643-316b2a40/85/Education-plan-for-children-with-intellectual-disability-pdf-12-320.jpg)
![Introduce The Concrete Object [Apple]
Present Object [Apple] and its Picture
Make the Child keep the Concrete
Object [Apple] on the Picture
Picture Alone
Make the Child Say the Name APPLE](https://image.slidesharecdn.com/groupproject202402020730100000-240205140643-316b2a40/85/Education-plan-for-children-with-intellectual-disability-pdf-13-320.jpg)
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Education plan for children with intellectual disability.pdf
- 1. BANARAS HINDU UNIVERSITY FACULTYOF EDUCATION PRESENTED BY KORI AKASH MILAN BRIJENDRA PANDAY KALPANA TIWARI JAIRAJ MUKESH KUMAR PRESENTED TO DR.KISHORE MANE TOPIC: planning a education program on the basic of an assessment report of child with ID’S
- 2.
- 3. DEFINITION OF INTELLECTUALDISABILIYT Individual with Disabiliyt ACT (IDEA) American Association on Intellectual and Developmental Disabilities(AAIDD) “Significant sub average general intellectual functioningexisting concurrently with deficit in adaptive behaviour and manifested during the developmental period that adversely affect a child performance”
- 4. Introduction with ID’S DEFICITIN INTELLECTUAL DISABILITY The rate of growth and developmental diminished Marked delay in all their performance
- 5. An intellectual disability Nota Disease Not a type of Mental illness No Cure A Child With Intellectual Disability Can Leran To Do Many Things Can Do Well In School Be Involve In And Make Progress In The General Education Curriculum Need Some Additional Supports And Modifications In Their Environment
- 6. BEST STRATEGIES OFTEACHING CHILDREN WITH INTELLECTUAL DISABILITY
- 7. Best Strategies OfTeaching Children With Intellectual Disability Simple To Complex 1. Whole To Part 2. Whole Practice Part Instructions Whole -Part -Whole Instruction 3. Known to unknown 4.Concrete To Abstract
- 8. 1.Simple To Complex Simpleskills (Child funds easy way to perform) Complex Skills ( Child funds more difficult)
- 9.
- 10. For Ex. A 2.WHOLE PART 1.WholePractice 2.Part Instruction 3.Whole-Part-Whole instruction Taught As A Whole When skill- comple breakdown -parts A A
- 11. 3.KNOWN TO UNKNOWN Learnmore faster when it builds on what the students already knows teaching begains when comparing old,known information or process and new unkown process KNOWN NUMBER 1 TO 10 UNKNOWN 1 + 2 = 3
- 12. 4.CONCRETE TO ABSTRACT •Concrete -> Material & Specific • Abstract -> Ideal & General • Always start with Concrete and move to the Abstract • Use Concrete like a Tree, Dog, Fruit, etc. • By Concrete, the Children can see, feel & manipulate it with their hands • By Concrete, the Children can use all five senses for ex: 1. An Actual Apple [Concrete] 2. A Picture Of An Apple [Less Concrete] 3. The Word Apple [Abstract] APPLE
- 13. Introduce The ConcreteObject [Apple] Present Object [Apple] and its Picture Make the Child keep the Concrete Object [Apple] on the Picture Picture Alone Make the Child Say the Name APPLE
- 14. 1. Prompting Prompting isan instructional strategy in which any one of several different cues (e.g., gestures, illustrations, photographs, modeling) is used to help a student learn a new skill or behavior. The prompt is given before or right as a student is getting ready to perform an ability to prevent student error. Prompts can be used to teach behavioral as well as academic skills. Other Ways of Teaching Strategies
- 15. Modelling is avisual prompt. When the child is watching performing the desired task for him to follow is modelling.Brushing one's teeth when the child is watching and making him do is an example of modelling. This is a very powerful mode of teaching. Children learn very fast if the model looks like themselves. Therefore, use peer models wherever possible for teaching a skill. 2.MODELLING
- 16. 3.Shaping Shaping means rewardinga child for a behaviour that is a step towards the desired behaviour. This if a child whose target behaviour is to ask verbally for water, he will be rewarded for attempting to say'Wa initially. Gradually the reward will be given when the progress is made in reaching the target, perhaps 'wat' followed by 'water' finally. This is generally called as reinforcing successive approximations.
- 17. CHAINING Every task thatis to be taught is broken down into small steps this is called task analysis. Linking each subtask of the task is called chaining. Teaching the task from the beginning to the end is called forward chaining. In contrast teaching from the last step and moving towards the first step is called backward . To got an example, bathing skills has the following subtask in brief powering water till clean, whipping dry with towel.
- 18. Linking each ofthese steps is changing. If one teaches from pouring water down to the last step it is forward chaining. If he is taught from whipping drive with towel it is backward chaining.depending on the skills selected each of the substance and the child's ability forward or backward chaining can be used
- 19. Fading All the methodsused for teaching are to be reduced gradually letting the child perform independently. This is called fading.
- 20. Scribbing Hand Painting colour Sand Tracingon lines Dot Joining Finger On Texture Cut Run Out Pre Writing Activities
- 21. Some Steps tobe taken Breakdown learning task in to small steps 1. modified teaching approach 2. use innovative tools in learning 3. provide direct and immediate feedback 4. teach student in small group 5. always provide multiple opportunities to practice skills in a number of different setting 6. use physical and verbal prompting to guide correct responses and provides specific verbal praise to reinforce their responses 7.
- 22. APPROACH TOWARDS EDUCATIONOF INTELLECTUAL DISABLE CHILDREN C = Clarity The student must know exactly what to do. Ex: Have no doubt about what is expected.
- 23. L = Level Thestudent must be able to do the task with a high degree of accuracy, but the task must be challenging. Ex: The student should be able to get at least 80% correct, but not be able to get 100% correct repeatedly.
- 24. O = Opportunities Thestudent must have frequent opportunities to respond Ex: Be actively engaged in the task a high percentage of the time.
- 25. C = Consequences Thestudent must receive a meaningful reward for correct performance Ex: The consequences of correct performance must be frequent and perceived as desirable by the student.
- 26. S = Sequence Thetasks must be presented in logical sequence, so that the student gets the big idea. Ex: Steps must be presented and learned so that the knowledge or skill is built on a logical progression or framework of ideas, which is a systematic curriculum.
- 27. R = Relevance Thetasks must be relevant to the student's life and, if possible, the student understands how and why it is useful. Ex: The teacher attempts to help the student see why the task is important in the culture.
- 28. A = Application Theteacher helps the student learn how to learn and remember, by teaching memory and learning strategies and applying knowledge and skills to everyday problems Ex: Teaches generalizations, not just isolated skills, and honors the student's culture.
- 29. M = Monitoring Theteacher continuously monitors student progress, and always knows and can show what the student has mastered and the student's place or level in a curriculum or sequence of tasks.
- 30. Sources Reddy G.L., &Rama, R. (2000). Education of Children with Special Needs, New Delhi - Discovery Pub. Simpson, R. L., & Myles, B, S. (2008). 1. Educating Children and Youth with Autism: Strategies for Effective Practice. (2nd edition) Pro Ed. Texas. 2. Smith, D.D. (2003). Introduction to Special Education Teaching in an Age of opportunity, Allyn & Bacon. Strichart, S. S. (1993). Teaching Study Strategies to Students with Learning Disabilities, Allyn & Bacon, Boston 3. https://www.slideshare.net/NusratZerin1/classroom-accommodations-teaching- strategies-for-id-cp 4. https://epicspecialeducationstaffing.com/strategies-teaching-students- intellectual-disabilities/ 5.
- 31. THANK YOU I HOPE THATOUR PRSENTATION WAS USEFUL FOR YOU AND THANK YOU FOR YOUR ATTENTIONq DO YOUR BEST AND IT WILL COME OUT WONERFULLY