Name Cynthia Ramos PLC Disability: ID
PLC Group Members: Sarah Steffen and Dawn Nowlin
Please closely follow: (1) rubric; and (2) “Preparing for PLC” document to ensure full credit.
SOCIAL INTERACTION SUPPORTS (highlighted in pink)
Ask yourself, “What can I, as a classroom teacher, do to support children with this disability in their social interactions with
peers and adults?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
individual orientations to equipment in classroom Build a strong, supportive social environment in your
classroom.
peer tutoring Create a support system for the student at recess and
lunch times, and for extracurricular activities (e.g.,
buddy system).
Focus and talk to students about their individual strengths Get to know the students
Talk with students and their parents Provide for circle times or regular class meetings so
students can talk about feelings, concerns, ideas,
successes
Work with students and special education teachers Encourage classmates to clearly tell a student if there
is a behavior they don’t like rather than teasing about it
Use peer editing techniques Involve all students in problem solving.
Work with students in small group formats Communicate positive attitudes towards students with
disabilities through your own interactions, comments
and behaviour
Have students give peer feedback Identify roles within the small group, as appropriate for
each student’s abilities
Talk with students about how writing impacts others Have a peer repeat instructions.
Discuss outlines of assignments with students
Each student should have a role in cooperative learning
groups
BEHAVIORAL SUPPORTS (highlighted in blue)
Ask yourself, “What can I, as the teacher, do to effectively support children with this disability in terms of their struggles
with appropriate behavior?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
use a variety of formats (handouts, worksheets, videos, Set expectations for the student with special needs that are
etc) similar to those for all of the other students in your classroom
more likely to follow the material if they are exposed to it Observe and familiarize yourself with the students needs in
more than once your classroom and other environment
oral feedback rather than written feedback Provide all students with opportunities for making choices
throughout the day (e.g., games, group tasks, centre
activities).
Be concrete with expectations Demonstrate or model concepts
Use students interests as motivation Using both auditory or visual presentations
Be concrete with standards Set up self-evaluation
Give students immediate feedback Determine why the student is behaving in the disruptive
manner
Employ rewards in order to reinforce appropriate Avoid overreacting to the behaviors
learning behavior by students
Rewards can be in the form of sweets, toys, and cartoon
magazines.
List students goals for behavior
ENVIRONMENTAL SUPPORTS (highlighted in green)
Ask yourself, “How can I arrange and maintain the physical classroom environment to support the needs of children with
this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
allow extra time during exams for reading and analyzing Structure opportunities for you and the class to gain some
questions and to plan their answers knowledge about the students strengths, interests, and needs
allow extensions in assignments Chalk holders, adapted scissors, pencil grips
use technology in your classroom to record students Number lines/ visual posters
work (photography, video)
ensure technical and professional jargon is available Allow extra time to complete assignments
early in the class
assistive technology A wheelchair accessible desk
Computer assisted instruction Flip up top desk
Use forward chaining Seat with back to window
Pencil grips, slant boards Locate seating near teacher
Use speech to text software
Minimize opportunities for students to make errors
ORGANIZATIONAL SUPPORTS (highlighted in orange)
Ask yourself, “How can I, as the classroom teacher, provide support to students with this disability in terms of organizing
their personal belongings, their workspace, their backpack/locker as well as their papers for this class. Also, how can I
support them in the area of time management? This includes keeping track of assignments and deadlines.”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
provide an outline of what will be taught Drawers beside desks
keep diagrams uncluttered Attach assignment list to the desk
organizing an exam timetable that shows the number Place a timetable on the desk
of days between assessments
Demonstrate what students should be doing Reduce excess materials on the desk
Give students visual examples Highlight key points in a textbook so that the student only
reads these points.
Create frames for students information, especially Provide more white space to put answers
written text
Allow students a graphic organizer to organize Highlight or color code (directions, key words, topic
information sentences.
Use photographs of real people for student instruction
of what to do at what time
Break steps into one by one instructions
Use color on assignments whenever appropriate
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
LESSON PRESENTATION: “What can I do as I actively teach and implement this lesson to more effectively meet the
needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Ensure that key statements and instructions are Adapt your pace
highlighted in some way
when introducing procedures and processes make sure Speak clearly, loudly, or quietly depending on the
that there is a clear sequence (in written and verbal effectiveness for the student
form)
use clear, succinct, and straightforward language Break information into smaller steps and monitor
comprehension at small stages
reinforce learning with real life examples and Give structured overview at the beginning of the lesson.
environments
List students goals for lessons Repeat and simplify instructions.
Adapt lessons to meet physical requirements Ask the student to repeat directions to strengthen
understanding.
Instructional information should be related to real life
situations.
Teach in a one step at a time manner
Integrate organized and predictable activities into
lessons.
Break down activities into small parts
Model illustrate, and explain every step in a process or
new activity.
Move from the known to the unknown.
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL MATERIALS: “What can I do- in terms of the materials I create for this lesson, including visuals,
handouts, smartboard presentations, powerpoints, manipulatives, etc.- to specifically address the learning needs of
students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
Teach using illustrations Use high contrast materials
Provide support to preview materials before the lesson
Use pre-designed two column note blanks
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
INSTRUCTIONAL ASSIGNMENTS: “How can I most effectively create and/or modify assignments- including group work
and independent practice- that will meet the learning needs of students with this disability?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
tailoring reading list and provide guidance with key Schedule activities to reflect the student’s variable
texts attention span.
allow the students to submit an early draft to allow for Provide the student with opportunities to work towards a
early feedback as a formative process self-directed activity.
Break writing assignments into pieces
Create writing strategies that can be transferred to
different subjects
INSTRUCTIONAL SUPPORTS (highlighted in yellow)
Adaptations, modifications, interventions
Ask yourself, “How can I, as the classroom teacher, plan and implement differentiated lessons in my classroom to most
effectively support the learning of students with this disability?”
ASSESSMENT/EVALUATION: “How can I most effectively create and/or modify assessments that will meet the learning
needs of students with this disability while accurately assessing mastery of the lesson objectives?”
Ideas from YOUR source(s) Ideas from Dr. Sanders’ source(s)
more short answer questions so that you can better Provide support to preview materials before the lesson.
assess their knowledge
Read test questions
Use take-home tests
Permit open-book tests
Enlarge print
Observe demonstrated knowledge as an alternative to a
formal test.
Work Cited:
Algahtani, Faris. "Teaching Students with Intellectual Disabilities: Constructivism or Behaviorism?." Educational Research
and Reviews, vol. 12, no. 21, 10 Nov. 2017, pp. 1031-1035. EBSCOhost,
login.libproxy.noctrl.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1160452.
Cannella-Malone, Helen. "Teaching Writing Skills to Students With Intellectual Disability."
Teaching Exceptional Children, May-June 2015, pp. 272-80.
"Down Syndrome." University of Texas at Austin Center for Music Learning, 2018, pp. 1-4.
Hudson, Melissa. "Helping Students with Moderate and Severe Intellectual Disability Access
Grade-Level Text." Teaching Exceptional Children, Jan.-Feb. 2013, pp. 14-23.
“Inclusive Teaching: Intellectual Disability.” Australian Disability Clearinghouse on Education and Training, Australian
Government Department of Education and Training,
www.adcet.edu.au/inclusive-teaching/specific-disabilities/intellectual-disability/.
"Students with Intellectual Disabilities: A Resource Guide for Teachers- BC Ministry of Education-
Special Education." British Columbia, 10 Oct. 2015.
