Intellectual Disability Support and Education

Posted on Feb 24, 2025 in Primary Education

Behavioral Alterations

Syndromes Associated with Intellectual Disability

  • Angelman Syndrome
  • Prader-Willi Syndrome
  • Fragile X Syndrome
  • Down Syndrome
  • Edwards Syndrome
  • Klinefelter Syndrome

Intervention

Educational Needs

  1. Cognitive Improvement
  2. Attention
  3. Memory (Working and Long-Term)
  4. Behavioral Control and Planning
  5. Generalization of Learnings: Applying knowledge in everyday life and various contexts. Practical activities are crucial for facilitating this, especially for children with deficits.
  6. Language as a Representation Tool: Enhancing symbolic/abstract abilities by teaching representation beyond communication. Examples include self-talk and verbal thinking.
  7. Adaptive Behavior Improvement
  8. Self-Care Skill Development
  9. Mobility and Coordination (Global & Segmentary)
  10. Orientation in Space and Time
  11. Functional Language Use (Expression and Communication)
  12. Developing Positive and Responsible Attitudes and Behaviors in Family, School, and Social Contexts

Intervention at School

  1. School Types
  2. Mainstream with Support
  3. Specialized Schools
  4. Curricular Options
  5. EBO (6-16/18 years): Areas include experience and development, body knowledge and identity construction, knowledge of physical and social environment, communication and language.
  6. TVA (2-3 years): Personal autonomy, socio-communitary integration, and professional training.
  7. PCPI (Initial Professional Qualification Programs): 2 years (+1 in CAM): Basic and professional training.

Classroom Intervention

What to Teach

Specific Educational Support for Students with Special Educational Needs (SEN) in mainstream schools → ISA (Individualized Support Agreement) (reflected in DIAC).

  • Inclusion of specific content (e.g., learning Augmentative and Alternative Communication Systems) or previous year’s content.
  • Timing adjustments: Content can be revisited at a different time.
  • Significant modification of aims: Adapting curriculum requirements.
  • Elimination (complete removal of an area, not applicable in Primary education).

How to Teach

  • Material, personal, and environmental resources (mentioned in Unit 2).
  • Methodological resources and activities (Unit 2): Flexible groupings, peer monitoring, learning centers, workshops, projects, graded activities, meaningful moments (for personal autonomy), and ecological itineraries (using daily routines for learning).
  • Clear instructions + modeling + shaping + direct, hands-on experience.

Modeling: Demonstrating an action for the child to observe and imitate.

Shaping: Teaching in steps with reinforcement, incorporating visual, physical, and verbal support.

  • Flexibility in educational stages (special schools up to 21 years).

Individual Support Outside the Classroom

  1. Early Intervention: Crucial for positive outcomes.
  2. Planning of Aims, Activities, and Assessment Criteria
  3. Flexible Timing
  4. Methodology Adapted to the Degree of Intellectual Disability
  5. Principles:
  6. Functionality
  7. Social Integration
  8. Intervention Areas:
  9. Oral Language (Auditory Discrimination, Praxias, Syntax, Vocabulary)
  10. Written Language (Reading & Writing: Visual route predominant, but also phonological if possible)
  11. Mathematical Concepts (Focus on real-life application, e.g., using money)
  12. Orientation in Space and Time (e.g., transport, timetables, signs); Use of pictograms and realia.
  13. Types of Signs: Iconic / Ideographic / Symbolic