teaching strategies for mentally retarded students

Teaching Strategies For Mentally Retarded Students

teaching strategies for mentally retarded studentsMental retardation teaching strategies  are similar to those used for students with learning disabilities, ADHD and autism. This article goes in depth with teaching strategies for mentally retarded students.

Strategies for teaching students with mental retardation.

Mental retardation is a disability characterized by significant limitations in adaptive behavior and intelligence. For someone like an intellectual disability who have an IQ of 70 or less, must be identified, have deficits in adaptive behavior and should be disabled before the age of 18 years.

Mental retardation is usually divided into four: mild mental retardation, an IQ of 70 to 55, moderate mental retardation, with IQ’s 55 to 40, severe mental retardation in the IQ 40-25 values, spiritual and profound retardation as an IQ under 25.

The steps of teaching strategies for mentally retarded students

Most people are surprised to learn that the strategies used for people with learning difficulties, ADHD and autism to learn the same strategies used to teach students with developmental disabilities. Because learning difficulties students, mental retardation students, the tasks into small steps and the steps you need a time to avoid overloading the students.

Students learn better visually MR lessons with charts, graphs and tables is recommended. Teachers should give students immediate feedback to students MR, the connections between their answers, behaviors, or questions and answers from the teacher. Delays in providing information to the student, the connection between cause and effect in the students the meaning and miss the point is lost.

Mental retardation students learn by doing and practical work completed and appreciate their work. MR students have difficulty with reading comprehension. An example can teach a teacher, the students work on the severity of MR is most likely by removing an item or cancel a training element, and allows the students to the force of gravity is known to leave against the definition of gravity by means of a conference.

These strategies are adopted by a concept such as Applied Analysis (ABA) known character test. This approach is based on the approach to learning and learning theory, based have proved to be good.

The basic principles of ABA is to take complex tasks and breaking them into simple steps with the introduction of skills in small steps, and as a skill mastered, the next is introduced. Like most disabled students should be rewarded more and MR on acquiring a positive response. Immediate rewards are crucial for students to do their work and behave to motivate MR. Awards may be in the form of snacks, stickers and television time.

Certain behavior should not be rewarded, such as damage to other students and should be organized by the ABA, followed by a sequel. The consequences may be less time for the loss of his favorite toys and activities and intrusive restrictions.

In short, the successful implementation of strategies for teaching mental retardation, easier still working on rewards for student behavior and the consequences of bad behavior, give visual learning, to develop activities in his hands and very patient, and repeat as needed.

Teaching strategies for mentally retarded students can help students with disabilities according to the severity of disability, quality of intervention, and individual personality traits all of which contributed to finding the best way to teach them.