Supporting Student Success

There are two key points to remember when supporting students with ID across developmental levels. First, the lesser the degree of ID, the more educators should emphasize academic skills. The greater the degree of ID, the more emphasis there should be on functional curricula such as self-help, community living, and vocational skills. Merging academic and functional skills is optimal. Here are some key points regarding functional curricula (also known as “functional skills):

1. A functional curriculum prepares students to function independently in an integrated society (Wheeler, 1987).
2. Educators using the functional approach identify life skills, specified as instructional goals and objectives, and then seek to facilitate a student’s acquisition of these skills (Polloway, Patton, Payne, & Payne, 1989).
3. A functional curriculum fosters skills development. Acquiring these skills increases autonomy, as in self-care activities, and encourages constructive codependency, as in cooperative enterprises and mutual problem-solving in the home, school, community, and workplace. It endeavors to make individuals as successful as possible in meeting their needs and satisfying living requirements in a community. It strives to make the individual’s life as fulfilling and pleasurable as possible (Cegelka, 1995).
4. The functionally based curriculum must have an adult-outcome emphasis. It must examine the situations faced by members of society. It must also specify their expected behavior as they function at different life stages. The long-range orientation of education, however, requires that competencies needed by adults be given programming priority (Bender, Valletutti, Baglin, 1998).
5. If students are to be successful during their school years and later after transitioning into adult services, there is now more recognition that students will need an appropriate blend of academic and functional skills instruction at home, in school, and in community settings.
6. Clark (1991) defines functional curriculum as “instructional content that focuses on the concepts and skills students need in the areas of personal, social, daily living, and occupational adjustment.”

Second, special classes for students with ID tend to be the norm, as the momentum to educate students with ID in general education settings has stalled, even though thoughtfully planning inclusive settings is shown repeatedly to benefit all learners. Keep both of these considerations in mind: in the remainder of this section, we focus on supporting the success of students with ID by examining instructional foci at three different levels: early childhood (Birth-Preschool), elementary (K–6), and secondary (7–12) (Vaughn & Bos, 2020).

Early Childhood

In Minnesota, special education services for children with disabilities are mandated by law beginning at birth. By federal and state law, families must be involved in the planning, developing, and implementing of comprehensive services for their young children with disabilities. Programming for students from Birth through Pre-School/Kindergarten with intellectual disabilities is critical for their development and future success. Some programs are center-based, some home-based, and others combine center- and home-based. Here are some strategies that help provide effective programming across settings:

1. Individualized instruction: Each child with an intellectual disability is unique and requires individualized instruction to meet their specific needs. Teachers should assess each child’s abilities and strengths and tailor instruction to their needs.
2. Play-based learning: Play-based learning is an effective way to engage young students with intellectual disabilities. Learning through play can help develop social skills, language development, and cognitive skills.
3. Visual aids: Visual aids such as pictures, videos, and charts can help teach children with intellectual disabilities. Visual aids can help make concepts more concrete and easier to understand.
4. Positive reinforcement: Positive reinforcement is a powerful tool for encouraging learning and positive behavior. Teachers should praise students for their successes, no matter how small, to encourage continued progress.
5. Multi-sensory experiences: Students with intellectual disabilities often benefit from multi-sensory experiences. Teachers can provide hands-on learning experiences that engage multiple senses such as sensory bins or tactile materials.
6. Collaboration with caregivers: Collaboration with families is essential for effective early childhood programming for students with intellectual disabilities. Teachers should work with caregivers to create goals for each child and provide regular updates on progress. Then, parents have the opportunity to reinforce some of the skills that providers work on. For example, the caregiver of an infant with cerebral palsy can learn from physical therapists how to handle their children with appropriate ease to further their physical development. Similarly, caregivers can learn appropriate feeding techniques from speech therapists. Others can practice self-regulation strategies with their child as needed in their day-to-day lives.
7. Assistive technology: Assistive technology can be a powerful tool for students with intellectual disabilities. Text-to-speech or speech-to-text software can help students access information and communicate more effectively.

Effective early childhood programming for students with intellectual disabilities requires individualized instruction, play-based learning, visual aids, positive reinforcement, multi-sensory experiences, collaboration with families, and assistive technology. By providing a supportive and engaging learning environment, students with intellectual disabilities can develop the skills they need for future success (Vaughn & Bos, 2020).

Elementary

Most elementary-age students with ID spend approximately 40% of their day in general education classrooms, with the rest of their time in resource- and self-contained classroom settings. Elementary-age students’ educational experiences often include systematic instruction and reinforcement across all settings that align with various service delivery models.

Systematic Instruction (Vaughn & Bos, 2020)

This refers to a teaching approach that is carefully planned, structured, and sequenced to ensure that students learn skills and concepts in a logical and organized way. This approach involves breaking down complex tasks into smaller, more manageable steps and presenting these steps clearly and explicitly.

Systematic instruction is often used to teach students with disabilities or learning difficulties, but it can benefit all students. It involves providing clear and consistent instructions, modeling desired behaviors or skills, providing feedback and reinforcement, and gradually increasing the complexity and difficulty of the task as the student progresses.

Examples of systematic instruction include the explicit teaching of phonics for reading, step-by-step instructions for solving math problems, and behavior management strategies for improving social skills. Systematic instruction aims to help students develop a strong foundation of knowledge and skills and to ensure that they can apply what they have learned to various situations.

Reinforcement (Vaughn & Bos, 2020)

Using reinforcement has consistently been shown to impact student learning – those who are positively reinforced for correct responses learn faster. When reinforcing students with ID, it is essential to consider their needs and abilities. Reinforcement can take many forms but should always be tailored to students’ needs and interests. Here are a few tips for reinforcing students with intellectual disabilities:

1. Use positive reinforcement: Positive reinforcement is one of the most effective ways to reinforce good behavior in students with intellectual disabilities. This can take many forms such as verbal praise, rewards, and tokens that can be exchanged for prizes or positive feedback.
2. Make it visual: Students with intellectual disabilities often benefit from visual aids, so use pictures, charts, or other visual cues to reinforce positive behaviors.
3. Keep it consistent: Consistency is key when reinforcing students with intellectual disabilities. Make sure that you reinforce positive behaviors consistently and regularly so that the student knows what to expect.
4. Use natural consequences: Natural consequences can be a powerful tool for reinforcing positive behaviors. For example, if a student is rewarded for completing their work on time, they may be more likely to continue doing so in the future.
5. Tailor the reinforcement to the student: Every student is different, so it is essential to tailor reinforcement to each student’s needs and interests. For example, if a student loves music, you might use music as a form of reinforcement.

Remember that reinforcing students with intellectual disabilities takes patience, creativity, and a willingness to try different approaches until you find what works best for each student. For students with more severe ID, the more immediate the reinforcement, the more effective it will be. The aim is to reach a point where the students do not rely on prompts and are more independent.

Service Delivery Models (Vaughn & Bos, 2020)

There is a variety of service delivery models available to support students with intellectual disabilities. The appropriate model will depend on the student’s individual needs. Some of the most common models are as follows:

1. Inclusive Setting: Students with intellectual disabilities are educated alongside their typically developing peers in the general education classroom. This model emphasizes the importance of individualized instruction, accommodations, and supports to help students succeed.
2. Resource Room: In this model, students with intellectual disabilities receive specialized instruction outside the general education classroom in a small group setting. The resource room teacher works closely with the student’s general education teacher to meet the student’s needs.
3. Self-contained Classroom: A self-contained classroom is specialized for students with intellectual disabilities. These classrooms typically have a lower student-to-teacher ratio and are staffed by teachers and paraprofessionals with specialized training in working with students with disabilities.
4. Homebound or Hospital-based Instruction: In some cases, students with intellectual disabilities may be unable to attend school due to medical or other issues. In these cases, homebound or hospital-based instruction may help the student continue their education.
5. Alternative School Programs: These programs provide specialized education for students who have yet to succeed in a traditional school setting. These programs may be specifically designed for students with disabilities or may serve a broader range of students.

Ultimately, the choice of service delivery model will depend on the student’s unique needs and should be determined through collaboration among the student, their family, and the school. However, virtually all educators agree that placement in a self-contained classroom with no opportunity for interaction with students in the general education setting is inappropriate. Yet, when students with ID are included in general education classes, it is vital that special and general educators collaboratively work together to plan for student success. For example, planning class-wide peer tutoring or co-teaching experiences effectively supports all students, including those with ID. Without this planning, students will likely be inattentive and socially withdrawn (Vaughn & Bos, 2020).

Paraprofessional support is often needed to facilitate productive learning and growth in the general education classroom. A paraprofessional is a trained and supervised individual who works in a supportive role with professionals in various fields, including education, healthcare, social work, and other industries. In education, a paraprofessional is typically a teacher’s aide or assistant who works under the supervision of a licensed teacher to provide additional support to students. Paraprofessionals may assist with classroom management, grading, and tutoring tasks. Other times, a paraprofessional may assist students with self-care and eating meals (Vaughn & Bos, 2020).

Additionally, assistive technology can be a powerful tool for students with disabilities, including ID, to access information, communicate effectively, and participate fully in educational settings with their peers (Pacer, n.d.). In the video below, you will meet Jean, a student who uses an iPad to do schoolwork and access a modified curriculum. She also uses hearing aid Boots, which allow her to listen to audio directly from her iPad. Jean has an ID. As you watch the video, consider other technology tools (e.g., apps, software, etc.) that you notice her using.

 Video: Assistive Technology in Action — Meet Jean (4:15)

Note. From Pacer Center.

Secondary

Planning for the future is part of any student’s education. Transitioning to adulthood can be challenging for anyone, but it can be especially daunting for students with intellectual disabilities. This transition involves moving from a structured school environment to a more independent adult life. For students with disabilities, this includes transition services. These services help a student move from school to adult life. The services depend on the student’s needs and interests. They help students with everything, from work to school to fun experiences. A student can get help to go to college or other schools after high school. Transition services also help students get jobs, find a place to live, and join the community (Vaughn & Bos, 2020).

Under IDEA, students with IEPs can receive special education and related services until they turn 21. Thus, students with IEPs can stay in school beyond the age of 18 and can continue to receive the supports they need to be successful. Staying in school until age 21 provides additional time for students with IEPs to develop the skills they need to transition to adulthood, which can be especially beneficial to students with ID (Vaughn & Bos, 2020).

Schools must conduct an individualized transition planning process to ensure that students with IEPs receive the necessary services and support. In Minnesota, the IEP team has to start planning when the student turns 14 or starts the ninth grade.  They can start earlier, but never later.  They need to look at what classes the student is taking. The student’s classes should match what they want to do after graduation.  Students who want to go on to school need classes to prepare for college. If students want to learn a skill or a trade, they might need a vocational education program.  The IEP team needs to determine what help the student might need for these programs.  This information goes into the transition section of the IEP document.  By age 16, the IEP should list all services the student will need to move from school to post-school (Pacer, n.d.).

Despite IEP-mandated transition services and a desire to work, adults with ID often have difficulties obtaining and sustaining post-K–12 employment. Secondary special education services for adults with ID generally focus on vocational rehabilitation programs, ranging from work skills training, sheltered employment, and supported employment to hybrid employment models. To maximize their chances of attaining supported or open employment, skills training programs are often implemented to prepare them for various jobs such as food and beverage, retail, housekeeping, etc. Simulating the different job tasks of varying complexities in the natural environment can be challenging and time-consuming, which will limit the number of clients who can be trained within a specific period. In addition, it is assumed that repeated practice of the essential steps of work tasks will result in eventual work competence (Tan et al., 2022).

However, employment often involves problem-solving and responding to social cues, which may be difficult to enact in real-life training. Such situations may include knowing how to respond when a customer accidentally knocks over another customer’s drinks, knowing what to do when the towel near the kitchen stove catches fire, etc. Technology and assistive devices have gained traction as tools to improve functional outcomes through skills training or task adaptations. For example, a computer game can train decision-making skills in a group of adults with ID; another example could be a vibrating watch as a time management tool for task transition and completion. Mindfulness and relaxation activities have recently been used to teach stress management strategies for persons with ID (Tan et al., 2022). Here are some additional strategies that can help support students with intellectual disabilities in this transition:

1. Start early: Transition planning should begin as early as possible; some researchers even advocate for planning at the elementary level. When students with intellectual disabilities reach high school, they should clearly understand their strengths, weaknesses, and interests. This information can help guide the transition planning process.
2. Involve the student: Students with intellectual disabilities should actively participate in the transition planning process. They should have a say in their goals and aspirations for the future. This can help build their self-confidence and give them a sense of ownership over their future.
3. Focus on life skills: The focus of transition planning should be on developing the life skills necessary for independent living. This includes budgeting, cooking, cleaning, and time management skills. These skills can be taught through various methods, including classroom instruction, work experiences, and community-based instruction.
4. Build a support network: Transitioning to adulthood can be overwhelming, so building a solid support network is essential. This may include family, friends, teachers, and other professionals who can provide guidance and support.
5. Explore postsecondary options: Postsecondary education is valuable for many students with intellectual disabilities. There are many programs available that offer specialized training and support for students with disabilities. Exploring these options early in the transition planning process is essential.
6. Consider employment options: Paid employment is essential to adult life. Students with intellectual disabilities should be encouraged to explore their options and develop the skills necessary for meaningful employment.

Overall, the transition to adulthood for students with intellectual disabilities requires careful planning and support. By starting early, involving the student, focusing on life skills, building a support network, exploring postsecondary education options, and considering employment options, students with intellectual disabilities can successfully transition to adulthood and lead fulfilling lives (Vaughn & Bos, 2020).