Systematic Instruction Research

Document Type:Thesis

Subject Area:Education

Document 1

Bhandari (2016) suggested that if intellectually disabled students were left to learn new skills, they are likely to take longer due to their low leaning capacity. The degree of intellectual disability ranges from mild to profound; therefore, in a case where two random mentally disabled persons are taken, the intensity of the disability varies. Bhandari (2016) realized that intellectually disabled people have limitations in mental functioning and adaptive behaviors. In intellectual functioning, an individual registers low intelligence quotient, slow learning, low reasoning and challenges in solving even the easiest problems. A study by Chaudhary, Bagharwal, and Wadhawan (2017) showed that mentally challenged people will have an issue in adaptation to behaviors. In this system, parents and educators join efforts to impart skills to the special needs personnel regarding adaptations, modifications, and accommodations (Cobigo & Stuart, 2010).

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This counts towards making the intellectually disabled individuals succeed in classrooms and outdoor activities. Intellectually disadvantaged people need to be imparted with life skills (Lee, et al. This is the most significant intervention and gift that ought to be granted to this special group. Life skills aim at making them live independently. This system of teaching allows learners to interact with actual-life situations. It is after this that the intellectually disabled person is informed to do a task several times, getting used to such consistently make it stick in brain and possibility of doing so as required increases (Wistrom, 2016). The learner can now do a task without support from the trainer. Teaching life skills through encounters and via field experience enhances skills acquisition.

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Furthermore, social stories are essential in imparting life skills to the mentally challenged people. The study showed that this can be enhanced by training many peer tutors and/or embedding instructions in the context of a cooperative learning group (Spooner, Knight, Browder, and Smith, 2012). There is merit in teaching a group, a mentally challenged person gets to learn from their peers by observation as they conduct (Xiong, et al. In conclusion, educators should devote much too instructional time. They should use materials and resources that promote self-determination, attitudes and skills development. Activities ought to be involving thus allowing learners to actively participate in task handling. , Alberto, P. , Houchins, D. E. , & Flores, M. Using systematic instruction to teach decoding skills to middle school students with moderate intellectual disabilities.

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