Classroom Accommodations and teaching Strategies for Children with Intellectual Disability, Cerebral Palsy &

Multiple Disability

Nusrat Zerin, Assistant ProfessorProyash Institute of Special Education and Research

Bangladesh Institute of Professionals (BUP),

Dhaka, Bangladesh

31.03.2015

The main characteristics of the intellectually disabled :

1. Physical characteristics

Underdevelopment in physical growth, deformation, Retarded movement & balance

2. Mental characteristics

Less-than-average I.Q., Underdeveloped speech & language skills

Poor memory, attention, imagination, thinking, computing

3. Social characteristics

Underdeveloped ability of social adjustment, Lack of interests & orientations, Aggression & Low self-esteem

4. Emotional characteristics

Emotional imbalance, Excessive movement, late & primitive reactions

Cerebral palsy (CP)

Cerebral palsy is a non-progressive neurological disorder which is caused by damage to areas of brain that control movement. It permanently impacts body movement & muscle coordination.

Types:1. Ataxia - lack of muscle coordination & balance. 2. Spasticity - stiff or tight muscles and excessive

reflexes. 3. Floppy (low muscle tone).

Academic Performance• behind grade-level peers in developing

academic skills or delay in reading, writing, spelling, basic math and science

Strategies for the ID, CP and multiple disabled child: (across home, school and community)

Learning & Academics• Use short, simple sentences.• Call students by name before asking questions• Repeat instructions frequently.• Keep distractions, changes to a minimum for better

attention.• Teach specific skills with break down of small steps.• Provide an encouraging , supportive learning environment.• Simple conversations for inclusion with peers.• Increase difficulty of tasks over time. • Recite writings on the board

Strategies ……………………: cont…….1

• Teach student decision-making rules for discriminating important from unimportant details.

• Use strategies for remembering - rehearsal, cluster information.• Use strategies - break into pieces, backward shaping (teach the

last part of a skill first), forward shaping and role modeling.• Use specific words, sentences, pictures, devices / techniques for

strengthening memory. Avoid jargon, long & complex words (here, there etc.).

• Intermix easier tasks with more difficult tasks.• Use concrete items & examples to explain new concepts.• Do not confuse a student with multiple / complex instructions.• Involve in group works with other peers

Strategies ……………………: cont….2

• Student’s performance may vary each day.• Involve in different activities in class (captaincy or assist captain)• Develop a procedure for the student to ask for help (e.g. cue card,

raising hand). • Involve families / others in learning activities.• Be aware that a student may be treated with medications which

can affect performance speed.• Maintain realistic expectations to encourage social, educational

potential.• Proceed in small ordered steps and review each frequently.• Give guided notes & Use fill in the blanks type• Use activities for sensual experiences, games and pictorial

worksheets.• Get children to copy from paper with enlarged print or reduce

amount of writing by using fill the blank activities, joining phrases, points etc.

Strategies ……………………: cont….3

• Provide specific, Immediate corrective feedback. • Allow more time for examinations, tests.• Show with giving verbal directions.• Use visual supports for new information verbally.• Provide hands-on materials and experiences.• Speak directly to the student.• Ask one question at a time, provide adequate time to reply.• Target functional academics that will prepare student for

independent living and vocational contexts.• Use alternative instructional strategies and alternative assessment

methods. • Do activity based teaching• Value all skills, even nonacademic ones• Provide for daily incremental success opportunities (this will build

self esteem)• Gradually reduce external support

Be aware of difficulties of students:• Take oral reports, if necessary• Take visual/drawing reports• Watch out for behavioral triggers that lead to maladaptive behavior• Prepare escape corner where students can take “time out” during

stressful times• Encourage the student to use hearing aids, glasses

Keep a well defined schedule:• Avoid last minute changes• Information students of impending change• Avoid long “desk work”• Provide opportunities for movement around the class and outside

in the school compound• Develop and information ground rules of behavior during school

hours

Specific considerations for Students With CP• Take responsibility to provide a variety of positions

throughout the school day to prevent tightening of muscles. • Equipment for proper positioning – better eye-hand

coordination and improved motor control. • Students with CP might experience muscle stiffness,

encourage them to stretch and move around as much as necessary. Help the child with head positioning if they need it.

• Students with CP typically have poor motor skills. They may have difficulties in holding things such as pens. Provide students with assistance with these issues, or develop an alternative way to complete assignments.

• Because of muscle fatigue, students might become easily tired. Allow the student to rest when needed.

• Open communication – Teacher, family & therapists

Peer support • Encourage sharing notes- cooperating learning• Peer tutoring• Adaptive games where for everyone’s participation• Out of class support for social & physical activities

Classroom modification:• No significant physical obstacles for child. • CP child using wheelchair or walking devices has

proper space for movement in classroom & to sit comfortably on a desk.

• Ramps, big doors, visual / pictorial indicators• Place the disabled children near the teacher

• Keep the child away from window / bright lights• Keep the child away from distraction• Ensure that there is minimum unwanted items on

the desk• Keep furniture & supplies in the same places so

students can learn & memorize. • If you do rearrange the room notify the student to

give them time to readjust.

Thanks