SEVAI Special Educators plan their teaching for intellectually challenged with individual goals in mind under SSA-SRBC.

Special Residential Bridge Course for intellectually challenged by SEVAI

Special Educators of SEVAI those working with students with intellectual disabilities under Special Residential Bridge Course under SSA in Trichy, are through with characteristics of these students, as well as some practical tools for teaching students with intellectual disabilities.Ms.Vasanthi, a special educator of SRBC unit run in SEVAI Arumbuhalnagar under the aegis of SSA, Trichy unit under IED Project says, “Generally an intellectual disability is defined as occurring at an IQ score of less than 70. An IQ of 100 is seen as being average in the wider population. An intellectual disability is usually seen as occurring if the problem has existed during childhood, rather than happening later in life.”Ms.Vasanthi approaches children with intellectual disabilities comprehending complexities and work towards preparing these children for understanding complex information, using logical thinking to plan ideas and solve problems, Following directions and instructions, particularly those which involve multiple steps or complex information. As there is a wide range in IQ scores which leads to a student being categorized as having an intellectual disability, it also follows that there is a wide range of learning materials and teaching and learning activities which are needed to meet the needs of individual learners within special needs for the preparation for mainstream setting. SEVAI IED team under SSA claims that many students with intellectual disabilities are able to manage quite well in an educational setting alongside their peers.

The special Educators use the tips for working with students with an intellectual disability: Use concrete items and examples to explain new concepts and provide practice in existing skill areas, Role model desired behaviors, and clearly identify what behaviors you expect in the classroom, Plan ahead with your class activities, Do not overwhelm a student with multiple or complex instructions, Use strategies such as chunking, backward shaping and role modeling as helpful teaching approaches, Be explicit about what it is you want a student to do, Learn about the needs and characteristics of your student, but do not automatically assume they will behave the same way today as they did yesterday, Ask for their input about how they feel they learn best, and help them to be as in control of their learning as possible, Put skills in context so there is a reason for learning tasks, Involve families and significant others in learning activities, planning and special days, as well as in informing you about the needs of their young person, Computer games and tasks are often written so they are instantly rewarding and motivating, and provide immediate feedback about correct or incorrect answers. Skills and writing styles which are developed under SRBC  IED of SEVAI include: instructional writing, creative writing, descriptive writing (especially using key words), use of adjectives and verbs, naming of people and places, recall of important events. Special Educators of SRBC plan their teaching with individual goals in mind, and use the tools at their disposal to help their students reach their goals for the future.-Govin