Students with intellectual and developmental disabilities (IDD) are a marginalized group of students who often get separated from "normal" classes. I feel strongly about advocating and being an ally with students who face a different set of challenges that many of us don't face. The thing is, I learn so much about living a full life from hanging with students with IDD. They turn what people might perceive as a hindrance into positive part of who they are. That still doesn't mean it's easy for teachers to support students with IDD.
The first helpful article I found about forming allies with students with disabilities is to include their families too. Providing guardians and family members information and resources, especially pointing to why you are teaching a certain way, will help keep them in the loop and be supportive themselves. Another tip the author gave in this journal is to consistently help students with transitioning processes. Students with disabilities are often thrown around in different programs and classes throughout a school day or year. We can't do that without helping them learn how to adjust to quick change. Plus, one thing is to try and implement pattern in their lives, even at school. I understand there are various resources they attend throughout a day possibly, but forming relationship should NOT be forgotten and those develop with consistency. Then, the Council for Exceptional Children said to teach self-advocacy, navigation, and safety skills. Being a human outside of school walls can be difficult for anyone and those who have disabilities might come across more challenges. Being an ally is about watching out for each other's back. I would want my future students to know how to feel safe in different contexts while also knowing how to advocate for themselves. Those go hand in hand I feel like. Centers for Disease Control and Prevention (a not-so-good name for IDD) state that "Children develop at their own pace, so it's impossible to tell exactly when a child will learn a given skill." Celebrating milestones is huge, but we have to be careful as to when we expect those milestones to happen. We don't want any of our students to feel discouraged because they can't meet the "due dates" for certain skill-learning. As teachers, we need to know when we can move on though right? That's why it's important to work with Special Education teachers at all times. There can be a process of working together to do what's best for the student. Students with IDD cannot be put into a box. There are lots of different variations of cognitive disabilities, but this resource did a pretty good job of gathering an "average" of skills this marginalized group has difficulties in: using logical thinking to solve problems, following directions, and using abstract thought and judgement. So in order to do work-arounds, consider using concrete examples, role models, chunking, avoiding an overwhelming amount of instructions, being explicit in expectations, and asking for their input on their learning styles. All students need a voice in the classroom, including those with IDD.
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Greetings!I'm Kelly! I like to find beauty in what might seem mundane to us over time and bring to life what we experience each day. Check out the About Me tab for an additional look at who I am. Archives
July 2019
Taking an image, freezing a moment, reveals how rich reality truly is. |