{"id":1186,"date":"2020-08-19T17:17:04","date_gmt":"2020-08-19T17:17:04","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1186"},"modified":"2024-03-14T22:46:42","modified_gmt":"2024-03-14T22:46:42","slug":"suggestions-for-older-students-with-conceptual-difficulties","status":"publish","type":"page","link":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1186","title":{"rendered":"Supporting Students with Intellectual Disabilities in the Classroom"},"content":{"rendered":"\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-0bae6d878b606284b9c1a026c1566a90\" style=\"color:#177cb7\"><strong>Strategies for Conceptual Difficulties in Classroom<\/strong><\/p>\n\n\n\n<p><strong>The following suggestions are recommended for students with conceptual difficulties in the classroom:&nbsp;<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>New teaching should be presented in as concrete a format as possible. Real-world examples and materials will prove helpful.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When introducing a new concept, relate it to what has been previously taught, and highlight relationships, similarities, and patterns.\u00a0\n<ul class=\"wp-block-list\">\n<li>To teach abstract concepts, present many examples, exaggerate the relevant characteristics, vary the types of examples used, and use real-life examples when possible.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client may likely benefit from having oral information supported by visual and concrete material (e.g., manipulatives, models,&nbsp; and\/or handouts with keywords or information highlighted).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Help your client to learn daily routines by working with him\/her to create organizational cards for each subject area or daily activity.\u00a0 \n<ul class=\"wp-block-list\">\n<li>These would serve as checklists or visual reminders (they could involve drawings or photographs) to help them get successfully through their day.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach classroom social expectations clearly. &nbsp;All expectations should be expressed in simple, observable, and demonstrable terms. Posters or pictures could also help to make expectations clear.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Be sure to provide encouragement and positive reinforcement frequently. Also, encourage your client to reward himself\/herself using self-talk such as, \u201cI did a good job,\u201d and \u201cI\u2019m happy with myself.\u201d<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>If your client tends to have a short attention span, have him\/her work for brief periods, followed by short breaks when they can engage in more motivating activities. Encourage him\/her to build up the length of time they are able to work before earning the break as a reward.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client may need directions or information reworded in a variety of ways to ensure understanding.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>They will need a longer time to absorb and synthesize verbal information and concepts.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client may will learn best when ideas and concepts are tied into concrete personal experience.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When teaching new concepts or skills, begin with concrete examples before moving to abstract concepts.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide short assignments so that concentration is not taxed, and feedback can be given often and regularly.&nbsp; Provide feedback regarding the students\u2019 efforts on a regular and consistent basis.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Make program adjustments in keeping with the students\u2019 skill and ability level in the core areas.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-887eb96ec6e0f437463bb10ccaf8d997\" style=\"color:#b02727\"><strong>Suggestions for Math<\/strong><\/p>\n\n\n\n<p class=\"is-style-warning\">\u25a0 Use <strong>concrete manipulatives for math<\/strong>, and when completing match calculations on paper, have your client draw shapes or check off lines as they do each item.\u00a0Concrete materials are likely to improve overall performance in math, as they give students a hands-on or visual model with which to work and better understand the underlying concepts.\u00a0An abacus may prove to be helpful adjunct to teaching and learning math.\u00a0 <br><br>\u25a0 Manipulatives also involve tactile and visual senses that help to improve memory and learning.\u00a0 These types of materials should be used whenever possible.\u00a0At the very least, pictures and visual images should be used.\u00a0<br><br>\u25a0 When using paper, have your client draw shapes (e.g., circles or stars) on the page to represent each number that they are using.\u00a0They can also cross off each one as he\/she counts them.<\/p>\n\n\n\n<p class=\"is-style-warning\">\u25a0 Break an arithmetic operation into steps, and use cue cards with symbols or words representing subsequent steps in solving the problem (e.g.,<em> first step, second step<\/em>, etc.).&nbsp;This will then provide a guide for students to follow when doing math calculations or solving word problems.<br><br>\u25a0 The use of a calculator is suggested for students to be able to check their answers for accuracy.&nbsp; In addition, if their ability to remember basic facts is extremely compromised, the calculator would allow them to perform arithmetic functions without taxing their recall.<\/p>\n\n\n\n<p class=\"is-style-warning\">\u25a0 Encourage students to verbalize arithmetic operations while performing them.<br><br>\u25a0 Have students verbalize successive steps in mathematical operations prior to doing them.&nbsp; This verbalization should be done quite softly so as not to disturb other students, but should be done first so that they are clear on exactly what they will be doing.<\/p>\n\n\n\n<p class=\"is-style-warning\">\u25a0 Your client would likely benefit from <strong>memorization of basic math facts <\/strong>(including addition and multiplication tables).\u00a0 A good way to learn this is through the use of a <strong><em>multiplication grid<\/em> or <em>addition matrix.<\/em> <\/strong>Your client could have these on their desk for quick reference when doing math calculations.\u00a0<br><br>\u25a0 In addition, they could use a highlighter to colour in the basic facts that he\/she has memorized and can recall quickly.\u00a0 This would help them to see what they have actually learned, while helping him\/her and the teacher to set clear goals for what to work on next.\u00a0 They will likely require more frequent rote practice than others in order to commit basic fact to memory.\u00a0<br><br>\u25a0  In addition, it will be important for your client to have error-free learning so that he\/she learns the basic facts properly from the start.\u00a0<br><br>\u25a0  They can practice basic facts with a peer or with an older student who could correct him\/her as soon as they make an error.\u00a0 This form of practice could easily be turned into a game by keeping track of the number of times that they get the right answer, with your client earning one point for every correct response, and their partner earning one point for every incorrect response.\u00a0<br><br>\u25a0  This would help to challenge them while maintaining a positive focus.\u00a0 If this approach is used, it will be important to have them start with facts that they know well, while adding in a small group of new facts that they are in the processing of memorizing.\u00a0 This approach will also help your client to see their own growth over time, which will help to build their self-confidence and self-esteem.<\/p>\n\n\n\n<!--nextpage-->\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-9c109c3d75287d88a7814a555d011812\" style=\"color:#4b9bca\"><strong>Suggestions for Reading and Language <\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Work on building your client\u2019s vocabulary.\u00a0 When learning more abstract words, try to use concrete materials as much as possible to help them make associations.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage your client to communicate verbally as much as possible. He\/She should be given a great deal of support and encouragement for doing so.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach the clients word families to help them simplify the task of reading new words. \n<ul class=\"wp-block-list\">\n<li>Use two colours of ink so that they can see the differences visually (t<strong>an<\/strong>, b<strong>an<\/strong>, c<strong>an<\/strong>, f<strong>an<\/strong>, etc.; l<strong>id<\/strong>, h<strong>id<\/strong>, r<strong>id<\/strong>, S<strong>id<\/strong>, etc.).\u00a0 \n<ul class=\"wp-block-list\">\n<li>Have them say the words and then ask \u201c<em>Same or different<\/em>?\u201d.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Since many words in the English language do not follow phonetic rules and patterns, clients will need to build a sight vocabulary for common words and non-phonetic words. \n<ul class=\"wp-block-list\">\n<li>This could be done using flashcards, which would help the students to rely on nonverbal abilities.\u00a0 <\/li>\n\n\n\n<li>This should not begin until they are able to identify all of the letters and their associated sounds.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Use controlled vocabulary readers to build confidence and fluency. \n<ul class=\"wp-block-list\">\n<li>Do not expect your client to read aloud unless doing paired reading with adults (or others) who will correct errors immediately, and who will provide word-attack strategies or words when they are stuck for longer than a few seconds.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Your client will benefit from help in developing practical skills such as telling time and working with money.\u00a0\n<ul class=\"wp-block-list\">\n<li> An analog clock is helpful in reinforcing the passage of time and can be used to track how long it takes to complete certain tasks, or how long one must wait before an activity is scheduled to begin.\u00a0 <\/li>\n\n\n\n<li>Make time and telling time part of family conversation.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Provide lots of tactile stimulation, e.g., place a thin layer of salt of fine sand in the bottom of a shoebox lid and ask Your client to trace letters or words with his\/her finger in the sand.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Send home books for them to read that she has already mastered so that she can get lots of practice reading fluently.\u00a0 \n<ul class=\"wp-block-list\">\n<li>Patterned books (e.g., \u201c<em>Polly went to the store; Polly went to the park<\/em>.\u201d) are especially useful because of their repetition.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Have a scribe write down Your client\u2019s stories that she can then read himself.&nbsp; Have him\/her draw a picture that goes along with the story.&nbsp; Creating these stories will make a good book that Your client can read frequently.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Take frequently occurring words from his\/her stories and print them on cards.&nbsp; Cut them in half and have him\/her put them together to make the target word. As your client learns the most frequently occurring words, add in harder words.<\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-75ec8922e1f095d2c426ce8b5d7d96c1\" style=\"color:#24976d\"><strong>Phonemic Skills<\/strong><\/p>\n\n\n\n<p>Your client will require specific teaching of phonemic skills, including the ability to assemble sound patterns into whole words and to dissemble sound patterns into letters when reading, spelling, and writing.\u00a0<br><br>Students with conceptual problems need to be taught these skills specifically and sequentially because they do not easily recognize and remember patterns that others learn with relative ease. In addition, their phonetic errors compound the problem because they begin to learn the errors.\u00a0 Ideally, these students need error-free learning (with mistakes corrected immediately, followed by practice of the correct response)<\/p>\n\n\n\n<p class=\"is-style-success\"><strong>A Solid Phonetic-Skill Program Should Include:<\/strong><br><br>\u25a0 <strong>Letter-sound matching<\/strong> (m = \u201cmmm\u201d; b = \u201cb\u201d; build speed and fluency), using \u201ckey words\u201d that he\/she can associate the sound with (e.g., \u201ca\u201d as in \u201c<em>ant<\/em>\u201d; \u201ci\u201d as in \u201c<em>igloo<\/em>\u201d; \u201ce\u201d as in \u201c<em>egg<\/em>\u201d; \u201co\u201d as in \u201c<em>ox<\/em>\u201d \u2013 \u201cu\u201d as in \u201c<em>us<\/em>\u201d)<br>\u25a0 <strong>Letter-pattern matching<\/strong> (igh = \u201c<em>I<\/em>\u201d; er = \u201c<em>ur<\/em>\u201d; le = \u201c<em>l<\/em>\u201d; wh = \u201c<em>wh<\/em>\u201d)<br>\u25a0 <strong>Phonetic rules<\/strong> (\u201ce\u201d at the end of words is a silent letter and makes the previous vowel say its own name:&nbsp; \u201chop\u201d becomes <em>\u201chope\u201d<\/em>)<br>\u25a0 <strong>Sound-blending skills<\/strong> (c-a-t =&gt; cat; build speed and fluency)<br>\u25a0 <strong>Sound-analysis skills <\/strong>(breaking words down for spelling and reading)<br>\u25a0 <strong>Syllabication<\/strong> (un-der-ground)<br>\u25a0 <strong>Identifying root words <\/strong>(backpack = back + pack; history = his + story)<br>\u25a0<strong> Both spelling and reading practice<\/strong><\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-4736cdb16bfed2b045b4c8a3b5e4c62f\" style=\"color:#8633d3\"><strong>Literacy Games<\/strong><\/p>\n\n\n\n<p><strong>There are a number of games that can enhance learning:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Bingo:<\/strong> Your client fills a bingo card with words as a caller names a word and holds up the matching card. This can also be adapted for math.<\/li>\n\n\n\n<li><strong>Newspaper Search<\/strong>: Your client searches a newspaper page for a word and circles each one.<\/li>\n\n\n\n<li><strong>Alphabet Race:<\/strong> Start with a racetrack containing a sight word. \n<ul class=\"wp-block-list\">\n<li>Your client throws the die and can then move that many spaces if she or can identify the word. <\/li>\n\n\n\n<li>The rules can also be modified so that they must identify one word for each space they move.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>To provide practice in word discrimination, play a word game using <strong>\u201cdominoes.<\/strong>\u201d \n<ul class=\"wp-block-list\">\n<li>Flash cards, divided in half by a line, with a different word on each side of the line are the \u201cdominoes.\u201d<\/li>\n\n\n\n<li>Make sure words are repeated several times on different cards.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>After mixing the cards, the game proceeds the same as dominoes. Your client pronounces the word as she matches it. Use sight words that cause him\/her difficulty in sentences or words that are visually similar (e.g., \u201cthought,\u201d \u201cthough,\u201d \u201cthrough\u201d).<\/li>\n<\/ul>\n\n\n\n<p><strong>Links to other online sites with word games:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"http:\/\/www.eastoftheweb.com\/games\/\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.eastoftheweb.com\/games\/<\/a><\/li>\n\n\n\n<li><a href=\"http:\/\/www.funbrain.com\/words.html\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.funbrain.com\/words.html<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/www.activityvillage.co.uk\/games\" data-type=\"link\" data-id=\"https:\/\/www.activityvillage.co.uk\/games\">https:\/\/www.activityvillage.co.uk\/games<\/a><\/li>\n<\/ul>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-997fcaec92d7409305b7ae1dd3d84d40\" style=\"color:#cc5573\"><strong>Additional Information<\/strong><\/p>\n\n\n\n<p>For more information on and targeted interventions for individuals with IDs in the classroom, see this handout: <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/files\/2020\/09\/Intellectual-Disability-School-Handout.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Intellectual Disability School Handout<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nStrategies for Conceptual Difficulties in Classroom The following suggestions are recommended for students with conceptual difficulties in the classroom:&nbsp; Suggestions&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=1186\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;Supporting Students with Intellectual Disabilities in the Classroom&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":9119,"featured_media":0,"parent":915,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-1186","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1186","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/9119"}],"replies":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1186"}],"version-history":[{"count":19,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1186\/revisions"}],"predecessor-version":[{"id":3237,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/1186\/revisions\/3237"}],"up":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/915"}],"wp:attachment":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1186"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}