Classroom Opportunities For Those With Intellectual Disabilities

The article, "Expanding Opportunities for Students with Intellectual Disability", examines how best to serve students in an inclusive environment.  The goal of the article is to provide suggestions on how to provide instruction to students with intellectual disabilities in a general education classroom.  Typically those that have intellectual disabilities start school in the general education classroom, but as time goes on more instruction is given by the special education team outside of the general education classroom (Giangreco, 2017, p 53).  

There are six suggestions given on how to create a learning environment within the general education classroom that serves students of all abilities.  Some suggestions, such as see the person not the disability and individualize learning outcomes, are standard teaching practices (Giangreco, 2017, pp 54-55).  In this case, a real understanding of what a student's abilities are becomes even more important.  Creating different questions for different children insures that each child is challenged without going to the point of frustration.  

When students with intellectual disabilities come close to that point of frustration two other suggestions help:  provide for partial participation and use natural supports (Giangreco, 2017, p 56).  In the age of technology in the classroom many students have access to computers or tablets.  A student with intellectual disabilities can readily use that technology to assist in a lesson just like any other student in the classroom.  It is natural to incorporate that technology.  There does not always have to be a formal accommodation.  Instead a different way of doing the lesson works.  Asking for only some of the lesson to be completed provides for partial participation that is in line with a student's abilities.  The participation is meaningful for the student, without the pressure that one has to do everything in order to be included.  

The final two suggestions in order to provide an inclusive environment are to encourage teacher engagement and advocate for full access (Giangreco, 2017, pp 54 & 56).  The general education teacher may feel nervous about teaching a student with an intellectual disability.  Understanding that you can get to know these students in the same way you get to know any other student may increase the teacher's confidence.  The teacher knows that there are supports in place, like a special education teacher, but feels empowered to make decisions for the student with a disability.  It becomes more of a team approach as opposed to someone coming in and taking over.  Also, looking for full access for all students changes the mindset a little.  Full access does not mean that everyone will be able to complete the curriculum at the same level.  It does mean that all students have the ability to try the curriculum and benefit from it to his or her individual ability.

This article seems like something all teachers should need to read.  It provides good suggestions that we have all seen before, but it is nice to have a refresher.  Thinking about these suggestions in terms of students with disabilities puts these ideas in a different framework.  We all want our students to get as much out of our instruction as they can.  There is no reason this has to happen any differently for students with intellectual disabilities.  

The biggest item that sticks out to me is re-thinking what does least restrictive environment mean.  It does not have to mean that the curriculum is exactly the same for all members of the class.  It can mean that while one student completes an assignment that includes challenge work on a topic, another student may learn a little about the same topic, but is focused more on communication skills amongst peers.  Education is not a one size fits all formula, nor does it have to be purely academic.  Success comes in many forms.  

Giangreco, M.F. (2017).  Expanding opportunities for students with intellectual disability.  Educational Leadership 74(7), 52-57.