Intellectual Ability – Low | Teach Special Education

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

What it is

An area of student need that involves low levels of cognition. Reduced intellectual ability reduces the understanding and functioning of a student compared to age/grade peers.

Teaching Strategies

Instructional

• Assess to determine current level of achievement.

• Use instructional methods related to the student’s strengths and interests.

• Analyze errors to determine gaps in learning.

• Develop and implement Individual Education Plan (IEP) programming (accommodations, modifications and/or alternative programming, as determined from assessment of the student).

• Use concrete pictures, models and hands-on materials to increase understanding.

• Use Differentiated Instruction methods frequently.

• Use repetition.

More...

Environmental

• Reduce visual and auditory distractions.
• Use preferential seating, so that the student is close to the teacher.
• Post reference material in the class for student use (math facts, alphabet, periodic table).

Assessment

• Provide additional time.
• Offer a quiet work location.
• Allow for oral/scribed tests.
• Ensure understanding of test questions.
• Allow for a reference sheet to be used for tests.
• Provide choice of assignments, so that the student can choose an area of strength.
• Provide written instructions and rubrics for assignments.
• Chunk assignments into parts and provide feedback as each part is completed.

See the Mild Intellectual Disability and Developmental Disability sections for additional strategies and resources.

Characteristics notebook pencil

A student with low intellectual ability needs may have difficulty with abstract concepts and may think more concretely. They may have difficulty applying knowledge to new situations and generally learn at a slower pace.

Sensory Toys

Cascade Sensory Toy

Resources

DSM-v Overview of Changes to Intellectual Diagnosis

Document outlining criteria for intellectual diagnosis

Information and Strategies

Supporting Minds, Ontario Ministry of Education p. 113-120

Teaching Tips and Strategies for Intellectual Disabilities