1. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 1 Unit 5 – Chapter 10 TEACHING STUDENTS WITH MILD RETARDATION AND SEVERE DISABILITIES

2. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 2 Mental Retardation  Indicators Slower learning pace Delayed development Comprehensive (most life areas affected)

3. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 3 Assessment  Current performance data Academic achievement Intellectual functioning Adaptive behavior  Educational needs Informal assessments Criterion-referenced

4. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 4 Classroom Adaptations  Habilitation  Transition/career education Daily living skills Personal social skills Occupational skills

5. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 5 Important Competencies for Adulthood  Daily Living Skills Managing family finances Selecting, managing, and maintaining a home Caring for personal needs Raising children – family living Buying and preparing food Buying and caring for clothing Engaging in civic activities Utilizing recreation and leisure Getting around the community (mobility)

6. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 6 Important Competencies for Adulthood  Personal-Social Skills Achieving self-awareness Acquiring self-confidence Achieving socially responsible behavior Maintaining good interpersonal skills Achieving independence Achieving problem-solving skills Communicating adequately with others

7. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 7 Important Competencies for Adulthood  Occupational Skills Knowing and exploring occupational possibilities Selecting and planning occupational choices Exhibiting appropriate work habits and behaviors Exhibiting sufficient physical-manual skills Obtaining a specific occupational skill Seeking, securing, and maintaining employment

8. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 8 Teaching Functional Academics  The Unit Approach Life skills  Functional Practice Activities Functional reading  Signs, newspapers, magazines, menus, schedules, phone book, advertisements, directions, labels Functional writing  Shopping list, notes, email, letters, job application, forms, messages Functional Math  Purchasing, budgeting, comparison shopping, banking, time, etc.

9. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 9 Improving General Work Habits  Attendance and punctuality  Work completion  Working with others  Following directions  Working at a satisfactory rate  Accepting supervision  Meeting demands for quality work  Demonstrating occupational safety skills

10. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 10 Strategies for Working with Students with Severe Disabilities  Full Inclusion  McGill Action Planning System (MAPS)  Circle of Friends  Curriculum Options Same curriculum, same goals Same curriculum, different level (multilevel) Same curriculum, different goals (curriculum overlapping Alternative curriculum

11. Teaching Special Students in General Education Classrooms 7th Edition Rena B. Lewis and Donald Doorlag Pearson Education, Inc. 11 Inclusion of Students with Severe Disabilities: Six Principles 1. Parental involvement essential 2. Can receive positive academic and learning outcomes 3. Realize acceptance, interactions, and friendships 4. Positive outcomes for students without disabilities 5. Collaborative efforts between school personnel essential 6. Curricular adaptations are vital