Instructional Strategies
Module 3 Journal
Instructional Strategies for Teaching Students with ID
Diane Crowder
Grand Canyon University: SPE 553
June 13, 2012
Mr. Robert Burrell
Journal Module 3
Key Points According to the lecture, this week, on Instructional Strategies for Teaching Students with Intellectual Disability (ID), the educator must be aware of the two keys to success about how to teach intellectual disability children, which are instructional organization and effective instructional delivery. This week’s module was very interesting. Teachers must think about the students’ disabilities when teaching in order to allow the students to learn. I agree that assumptions in science have to do
with basic agreements about how something is to be discussed. Educators need basic assumptions to govern the science and practice of teaching. One assumption teachers should come to agreement about is that due to the different learning qualities of intellectual disability students, instructional procedures that work well for typically developing students may not work as well with this population (Taylor, Richards, & Brady, 2005). Another assumption teachers of students with ID should abide by is that instructional progress can only be obtained if that teaching the curriculum is to the point and explicit. It is critical for teachers that are experts in the teaching of students with intellectual disability to have top-level knowledge about students' learning characteristics. Knowledge and understanding in this area helps the teacher understand what instructional approaches/procedures are right and necessary to use to increase and make better the rates of learning and retention. According to Thomas (1996), helping students with ID achieve the greatest success and independence in life can be accomplished through individual life goal planning and diagnostic/prescriptive/evaluative (DPE) teaching.
Personal Insight and Experience There’s a students in my classroom diagnosed with an intellectual disabilities. We want them to be independent; therefore, we have been trained to teach them according to their disabilities, curriculum and IEP’s, so they can learn how to be self-sufficient adults.
Classroom Discussions I enjoyed reading the different posts from my classmates and including my responses. Children must have functional skills to be independent and their environment plays a big part in that. These skills must be taught to intellectual students in order for them to be independent. Modeling by the parents and teachers while the students imitate is the best way for them to learn.
CLC Project I enjoyed working on the CLC project with my classmates. Everyone did their part and we worked together as a team.
Instructional Strategies for Teaching Students with ID
Diane Crowder
Grand Canyon University: SPE 553
June 13, 2012
Mr. Robert Burrell
Journal Module 3
Key Points According to the lecture, this week, on Instructional Strategies for Teaching Students with Intellectual Disability (ID), the educator must be aware of the two keys to success about how to teach intellectual disability children, which are instructional organization and effective instructional delivery. This week’s module was very interesting. Teachers must think about the students’ disabilities when teaching in order to allow the students to learn. I agree that assumptions in science have to do
with basic agreements about how something is to be discussed. Educators need basic assumptions to govern the science and practice of teaching. One assumption teachers should come to agreement about is that due to the different learning qualities of intellectual disability students, instructional procedures that work well for typically developing students may not work as well with this population (Taylor, Richards, & Brady, 2005). Another assumption teachers of students with ID should abide by is that instructional progress can only be obtained if that teaching the curriculum is to the point and explicit. It is critical for teachers that are experts in the teaching of students with intellectual disability to have top-level knowledge about students' learning characteristics. Knowledge and understanding in this area helps the teacher understand what instructional approaches/procedures are right and necessary to use to increase and make better the rates of learning and retention. According to Thomas (1996), helping students with ID achieve the greatest success and independence in life can be accomplished through individual life goal planning and diagnostic/prescriptive/evaluative (DPE) teaching.
Personal Insight and Experience There’s a students in my classroom diagnosed with an intellectual disabilities. We want them to be independent; therefore, we have been trained to teach them according to their disabilities, curriculum and IEP’s, so they can learn how to be self-sufficient adults.
Classroom Discussions I enjoyed reading the different posts from my classmates and including my responses. Children must have functional skills to be independent and their environment plays a big part in that. These skills must be taught to intellectual students in order for them to be independent. Modeling by the parents and teachers while the students imitate is the best way for them to learn.
CLC Project I enjoyed working on the CLC project with my classmates. Everyone did their part and we worked together as a team.