Education Plan for the children with intellectual disability on the basis of the assessment report.

1. BANARAS HINDU UNIVERSITY
FACULTY OF 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. Group
Project

3. DEFINITION OF INTELLECTUAL DISABILIYT
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
DEFICIT IN INTELLECTUAL DISABILITY
The rate of growth and developmental
diminished
Marked delay in all their performance

5. An intellectual disability
Not a 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 OF TEACHING
CHILDREN WITH INTELLECTUAL
DISABILITY

7. Best Strategies Of Teaching 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
Simple skills (Child funds easy way to perform)
Complex Skills ( Child funds more difficult)

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1.SIMPLE TO COMPLEX

10. For Ex.
A
2.WHOLE PART
1.Whole Practice 2.Part Instruction
3.Whole-Part-Whole
instruction
Taught As A Whole When skill- comple
breakdown -parts
A A

11. 3.KNOWN TO UNKNOWN
Learn more 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 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

14. 1. Prompting
Prompting is an 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 a visual 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 rewarding a 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 that is 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 of these 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 methods used for
teaching are to be reduced
gradually letting the child
perform independently. This is
called fading.

20. Scribbing
Hand Painting
colour Sand
Tracing on lines
Dot Joining
Finger On Texture
Cut Run Out
Pre Writing Activities

21. Some Steps to be 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 EDUCATION OF
INTELLECTUAL DISABLE CHILDREN
C = Clarity
The student must know exactly what to do.
Ex: Have no doubt about what is expected.

23. L = Level
The student 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
The student must have frequent opportunities to respond
Ex: Be actively engaged in the task a high percentage of
the time.

25. C = Consequences
The student 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
The tasks 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
The tasks 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
The teacher 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
The teacher 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 THAT OUR PRSENTATION WAS USEFUL
FOR YOU AND THANK YOU FOR YOUR
ATTENTIONq
DO YOUR BEST AND IT WILL COME OUT WONERFULLY