Disability category Children with Intellectual Disabilities

Goal/Objective To ensure that policies, practices, and

When to use this strategy
Step by step instruction- How to use this in a
Spanish classroom.
administrative supports produce scalable, and a
competent educational system that are responsive
to the needs of all students
This strategy should be used and continues to
become more diverse, there is a clear need to
ensure that educational environments fully
accommodate cultural and linguistic diversity
1. Students can learn if provided the
opportunities, supports, tools, and high
expectations of others
2. Students must not be excluded from the
general education system on the basis of
disability
3. More works needs to be done to see
further gains in educational outcomes for
students with disabilities
4. Special education programs provide
academic and behavioral support to
enhance the learning and academic
achievement of all students in inclusive
environments

Assessment- How could this strategy be used to
evaluate student learning?
Citation
Students should succeed in assessment when they
have all tools and adequate equipment and
supplies, so they can apply time to study and learn
Browder, D.M., & Spooner, F. (2014). More
language arts, math, and science for students with
severe disabilities. Baltimore, Md.: Paul H.
Brookes. pp. 3-14. Browder, D. M., Trela, K.,
Courtade, G. R., Jimenez, B. A., Knight. V., &
Flowers, C. (2012). Teaching mathematics and
science standards to students with moderate and
severe developmental disabilities. The Journal of
Special Education. 46, 26-35. Kena, G., Aud, S.,
Johnson, F., Wang, X., Zhang, J., Rathbun, A.,
WilkinsonFlicker, S., & Kristapovich, P. (2014).
The Condition of Education 2014 (NCES 2014-
083). U.S. Department of Education, National
Center for Education Statistics. Washington, DC.
United Nations. (2006, December). Convention
on the Rights of People with Disabilities, Article
24, Villegas, A. M., Strom, K. & Lucas, T.
(2012). Closing the racial/ ethnic gap between
students of color and their teachers: An elusive
goal. Equity and Excellence in Education, 45(2),
283-301. Wehmeyer, M. L. (2015). Framing the
future: Self-Determination. Remedial and Special
Education, 36, 20-23. Wehmeyer, M. L., Abery,
B. H., Zhang, D., Ward, K., Willis, D., Hossain,
W. A. & Walker, H.M. (2011). Person self-
determination and moderating variable that impact
efforts to promote self-determination.
Exceptionality, 19, 19-30. Wei, X., Blackorby, J.,
& Schiller, E. (2011). Growth in reading
achievement of students with disabilities, ages 7
to 17. Exceptional Children, 78, 89
Disability category
Goal/Objective
When to use this strategy
Step by step instruction- How to use this in a
English classroom. You will partner with a
classmate to teach them your strategy so be
explicit and provide a sample for your
partner.
Assessment- How could this strategy be used
to evaluate student learning?
Citation
Autism
Fixation using a students likes and interests to
help them learn certain topics and ideas
When teaching a new idea or topic, by using the
students favorite character, or favorite food, toy, etc.
the student is more likely to be engaged and
understand.
1. Students will listen to a lecture about
narratives
2. Student will choose one activity/object they
have an interest in (sport, tv show, toy, etc.)
3. Students will share with the class or a partner a
memory they remember about this object or
activity
4. Students will then write a short essay (one
page) using narrative characteristics, their fond
memory with their chosen activity
If students are able to use their interests, they are more
likely to make connections and understand a concept.
The final product (their narrative) would demonstrate
their ability to apply skills.
https://www.iidc.indiana.edu/pages/Teaching-Tips-for-
Children-and-Adults-with-Autism