Intellectual Disabilities
“Students with intellectual disabilities have
general intellectual functioning significantly
below the mean, as well as significant
limitations in adaptive functioning in at least
two of the following skill areas as appropriate
to the student’s age: communication,
selfcare, home living, social/interpersonal
skills, use of community resources, self-
direction, functional academic skills, work,
leisure, health and safety. Students can
experience intellectual disabilities across a
range: mild to profound.” (Special Education
Services, 2016 pg. 41)
Classroom strategies
o Break down learning tasks into small, easy to
follow steps
o Repeat instructions or directions
o Provide lots of hands on activities
o Change the environment especially for visual
learners - learning about landforms take the learning
outside
o Incorporate more physical learning experiences:
using physical items to support learning concepts
o Provide visual stimulus when doing lessons
(Students with an Intellectual Disability, 2019)
o Incorporate assistive technology as needed
o Reinforce learning by using real-life examples and
environments
(Inclusive Teaching: Intellectual Disability, 2021)
o Allow frequent group activities with peers
o Directly teach social skills
o Role-play situations
o Create social stories as needed
o Label the room with words and pictures
o Be patient
(Educational Resources for Special Needs, 2021)
Autism Spectrum Disorder (ASD)
"ASD describes a group of neurodevelopmental
disabilities characterized by the manifestation
INCLUSION
of behavioural characteristics across multiple
areas of functioning. It is defined and
diagnosed through the observation of
behaviours. Characteristics are observed, in
varying degrees, in social relationships,
communicative competence, pattern and
The How & Why
range of interests, and sensory responsiveness.
The impact of ASD can range from mild to
severe, and may improve or change across an INTELLECTUAL DISABILITIES
individual’s life. Students with ASD exhibit
impairments in: communication; reciprocal AUTISM SPECTRUM DISORDER
social interaction; and restricted repetitive
patterns of interests and behaviours."
(Special Education Services, 2016 pg. 85)
Classroom strategies
o Understand the needs of the student
o Provide clear, detailed information o Have
consistent routines and expectations- frontload
when available
o Clear expectations- easy to follow and understand
o Set concrete, realistic goals to assist motivation
with tasks
o Allow fidgets and other tools for sensory
sensitivities
o Create an inclusive welcoming classroom/school
environment
o Be patient
o Celebrate their achievements
o Build lessons around things they are interested in
(Inclusive Teaching: Autism, 2021)
Roles
Why
Inclusive education benefits all students by allowing
children to develop social relationships and

Resources
interactions with their peers. “Inclusive education
means different and diverse students learning side
by side in the same classroom” (The Power of Letting
Children Learn Together, 2021). This can be
achieved by creating a caring, welcoming and safe
classroom environment. Where every student
believes they can do anything. Learning experiences
can be adapted or modified to meet every students’
need. For instance, most students with mild
intellectual disabilities benefit from and learn best Learn more about:
from being with age peers, but generally also
require additional intervention (Special Education Intellectual Disabilities
Services, 2016 pg. 41). These additional interventions
don’t take away from the social interactions they are For Parents
forming with their peers. With resoucres, teachers
can ensure every student is able to get the support For Teachers
they need to complete learning activites and reach
each individual goal.
ASD
Roles References
For Parents Inclusive Teaching: Autism. (2021). ADCET.
https://www.adcet.edu.au/inclusiveteaching/specific
It is imperative that there is meaningful For Teachers -disabilities/intellectual-disability
communication between all members of
the students’ team. Together the School Special Education Services. (2016). A Manual of
Policies, Procedures and Guidelines.
Based Team (SBT) and parents must come
up with the goals and ways to achieve the Educational Resources for Special Needs. (2021).
goals throughout the year. It is important Do2Learn.
that the goals are adjusted throughout the https://do2learn.com/disabilities/CharacteristicsAnd
year to meet the needs of the student. The Strategies/IntellectualDisability_Strate gies.html
SBT must provide the students with a safe, Inclusive Teaching: Autism. (2021). ADCET.
caring and inclusive environment for the https://www.adcet.edu.au/inclusiveteaching/specific
student. Teachers need to be flexible with -disabilities/intellectual-disability
the universal design for learning in mind
and modify or adapt programs or lessons The Power of Letting Children Learn Together. (2021).
Open Society Foundations.
as necessary in order to reach all their https://www.opensocietyfoundations.org/explainers/
learners. value-inclusive-education