Running head: CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO

SUPPORT STUDENTS WITH INTELLECTUAL DISABILITIES

Creating Resources for General Education Teachers to Support Students with

Intellectual Disabilities

Allison Merlos

Grand Valley State University

EDS 693: Master’s Project

Dr. Monica Harris

May 2, 2019
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT
STUDENTS WITH INTELLECTUAL DISABILITIES
Abstract

The Individuals with Disabilities Education Act (IDEA) of 2004 was created to provide all

students with disabilities free and appropriate public education within the least restrictive

environment (LRE) among other same age nondisabled peers (2005). It would also

provide students with disabilities all related services. According to many teachers have

negative attitudes feeling unprepared and set up for failure with these regulations, as

they are not provided with training or education necessary to create an inclusive

classroom. This project is a professional development in-service designed for general

education teachers to increase positive attitudes and to educate them on Intellectual

Disabilities. Key components of the professional development will be information on ID,

how to create an inclusive classroom, and further resources to continue learning.

Increasing training and teacher attitudes will benefit both students with and without

disabilities within a general education classroom.

Keywords: inclusion, general education classroom, teacher attitudes

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT
STUDENTS WITH INTELLECTUAL DISABILITIES
Table of Contents

Abstract …………………………………………………………………………………...…….

Table of Contents ……………………………………………………………………………...

Chapter 1 ……………………………………………………………………………..……….... I

Problem Statement ……………………………………………………………...…….. I

Importance and Rationale of Project ………………………………………...…..….. I

Background of the Project ……………………………………………………………. II

State of Purpose ……………………………………………………………………… III

Objective of the Project ……………………………………………………………… IV

Definition of Key Terms ………………………………………………………...…… IV

Scope of Project ………………………………………………………..……..……… VI

Literature Review ……………………………………………………….…………………… VII

Introduction ……………………………………………………………...…………… VII

Theory/ Rationale ……………………………………………………………………. VII

Research/ Evaluation …………………………………………………………….... VIII

Summary ……………………………………………………………………………… XI

Conclusion ………………………………………………………………………...… XII

Project Description ………………………………………………………………...………... XII

Introduction ………………………………………………………………...………… XII

Project Components ………………………………………………………………… XII

Project Evaluation ………………………………………………………..………… XIV

Project Conclusions …………………………………………………...…………… XV

Plans for Implementation …………………………………………………………… XV

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT
STUDENTS WITH INTELLECTUAL DISABILITIES
References ……………………………………………………………………………….… XVII

Appendix A ….………………………………………………………………………….…… XXI

Appendix B ….………………………………………………………………………..…… XXIV

Appendix C ….………………………………………………………………….…….…… XXXI

Appendix D ….………………………………………………………………..…….…… XXXVI

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT I
STUDENTS WITH INTELLECTUAL DISABILITIES
Chapter One: Project Description

Problem Statement

Currently within special education, there are new laws and polices adapting with

research to help children be successful within education. According to the Individuals

with Disabilities Education Improvement Act (IDEA)(2005), children with disabilities,

such as an intellectual disability (ID), are to be educated within their least restrictive

environment (LRE) with their nondisabled peers. This means that they may only be

removed from the general education classroom if that placement is found to be

unsuccessful with the provision of supplementary aids and services (IDEA, 2005). The

LRE mandate was created to help to help move students from substandard disability-

only institutions and integrate them in with their nondisabled peers (Carson, 2015).

However, for students to be taught within the general education setting, teachers need

to understand what Intellectual Disability is and how to work with the students in order to

integrate them into the classroom.

Importance and Rationale of Project

According to Lindsay (2007) inclusion was founded on two primary foundations:

the belief that children have a right to be educated within mainstream classrooms and

the belief that inclusive education is more effective. Laughlin and Lindle (2015) found

that integration and implementation is a major concern for many schools and teachers

according to. They found that there was confusion between who would be responsible

for goal achievement and felt that there were no specific guidelines on how to integrate

students into the general education classroom. According to Alquraini (2013), US

Department of Education completed a study in 1998 and found that 79% of students
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT II
STUDENTS WITH INTELLECTUAL DISABILITIES
with disabilities spent time within a general education classroom. They repeated the

study again after the 2004-2005 school year and found that approximately 96% of

students with a disabilities received education within a public school district, however

only half of those students now spent their day in actual general education classrooms.

The new laws “increased the percentage of students with disabilities attending their

neighborhood public schools and further advanced the academic performance of those

students” (p. 152).

In order for inclusive education to take place, teachers must have positive beliefs

and attitudes towards inclusion as well as confidence in their knowledge and skills to

work with students within their classroom. Lee and Recchia (2016) stated that teachers

must view diverse abilities as normal, natural, and acceptable within the classroom for

inclusive education to be successful. They also identified that the small moments “can

have a big impact on the classroom community” (p.12) when working with students with

disabilities and that “changes in teachers’ thinking about what makes their classroom

inclusive can lead to changes in their actions in everyday practice” (p. 12).

Background of the Project

IDEA was originally named the Educational for All Handicapped Children Act

(U.S. Department of Education, Office of Special Education and Rehabilitative Services,

n.d.). The law was passed in 1975 and has recently celebrated its 40 th anniversary of

guaranteeing that children with disabilities have access to free, appropriate public

education (FAPE) within their least restrictive environment (U.S. Department of

Education, Office of Special Education and Rehabilitative Services, n.d.).

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT III
STUDENTS WITH INTELLECTUAL DISABILITIES
There is currently a lack of explanation as to how to determine the least

restrictive environment and what that should typically look like for a student with special

education. A number of court cases have come forward from parents challenging

school districts on what that environment should look like or how they believe their child

should be taught (Alquaraini, 2013). It has been proposed that professional

development can be a solution to changing teacher attitudes and beliefs about inclusion

by both researchers and school professionals. Further studies, such as the study

completed by Male (2011) show that teachers attitudes toward inclusion could be

impacted by education and training. This being said, guidelines must be created as to

what a least restrictive environment looks like for a student with Intellectual Disabilities

and how to work with that student to produce academic achievement.

State of Purpose

The purpose of this project is to create an in-service for general education

teachers to feel successful having students with Intellectual Disabilities within their

classroom. The overall focus will not be the specific disability or specialized skill

training, however information will be briefly mentioned in the context of the in-service.

The in-service will include an overview of what a Intellectual Disability is as well as talk

about current laws in place and why students with Intellectual Disabilities are placed

within a general education classroom as much as possible. This project will directly

address the Least Restrictive Environment mandate covered in the IDEA of 2004. It will

also discuss current inclusion beliefs or barriers and how to overcome these to help the

child be successful. Case studies and group discussions will be part of the in-service
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT IV
STUDENTS WITH INTELLECTUAL DISABILITIES
along with a pre-assessment and post-assessment to reflect on changes in attitudes

regarding inclusion before and after the training.

Through these resources teachers will get to understand more about their

student and their level of understanding or functioning. They will also understand why

they are placed in the classroom and the benefits that it brings to the student with

Intellectual Disabilities as well as the nondisabled peers. Teachers will gain access to

different resources that will help them incorporate their student with Intellectual

Disabilities into their learning and find activities to make learning engaging yet rigorous.

Objective of the Project

To create an in-service for general education teachers highlighting strategies and

best practices for supporting students with Intellectual Disabilities in the general

classroom to increase positive beliefs and attitudes toward inclusion.

 Ensure that teachers attend the in-service to receive knowledge and skills related
to increasing teaching attitude and beliefs for working with students with
Intellectual Disabilities

 Create a professional development that would allow teachers to be prepared to

work with students with Intellectual Disabilities

 Develop a professional development with a self-assessment, PowerPoint, and

handouts to supplement educators learning

 Combine traditional and non-traditional professional development methods to

maximize time and ensure teachers practice important skills

Definition of Key Terms

Inclusion- Inclusion refers to educating students with disabilities with their nondisabled

counterparts in the same setting by stating the fact “you belong here and you deserve to

be here” (Penner, 2018).

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT V
STUDENTS WITH INTELLECTUAL DISABILITIES
Individualized Education Program (IEP)- A written document for an eligible student to

recieve special education services that is reviewed minimally once annually including

the child’s present levels of performance, measurable annual goals, and services that

would be provided to the child (Individuals with Disabilities Improvement Act of 2004;

2005).

Individuals with Disabilities Education Act (IDEA)- A federal law that was created in

2004 that safeguards students with disabilities in the United States giving them access

to receive a free appropriate public education to meet their needs (Individuals with

Disabilities Improvement Act of 2004; 2005).

Least restrictive environment- IDEA says: “To the maximum extent appropriate, children

with disabilities including children in public or private institutions or other care facilities,

are educated with children who are not disabled, and special classes, separate

schooling, or other removal of children with disabilities from the regular educational

environment occurs only when the nature or severity of the disability of the child is such

that education in regular classes with the use of supplementary aids and services

cannot be achieved satisfactorily” (Individuals with Disabilities Improvement Act of 2004,

2005, p. 3).

Pull out special education services- Pull out special education services refers to

services that are provided for special education students outside of the child’s general

education classroom (Alward, p. 18).

Push in special education services- Push in special education services refers to

services that are provided for special education students inside of the child’s general

education classroom (Alward, p. 18).

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT VI
STUDENTS WITH INTELLECTUAL DISABILITIES
Scope of Project

This project is focused on general education teachers of students within

elementary and middle school grades. Other professionals such as teacher assistants

within the classrooms, service providers that work with the students with special needs,

and administrators could also benefit from the in-service that will be created. The

details from the in-service could even be communicated to parents as to the importance

of the laws and why their child is being placed within the general education classroom.

However, the primary objective of the in-service is to communicate information with

general education teachers and allow them to feel comfortable having student with

Intellectual Disabilities entering their general education classroom. It will provide

resources to further encourage teachers to continue their research on Intellectual

Disabilities and increase teacher attitudes.

The success of this project will be impacted by the teacher’s beliefs and attitudes

in having an inclusive classroom and also the willingness to apply the information

learned from the professional development. Time, space, and money would also have

to be considered with completing the in-service. Additional support from administration

will be necessary as far as encouraging teacher buy-in for an inclusive classroom and

encouraging teachers to attend the professional development. Administration has a

powerful affect on whether the project is carried out, sustained, and supported to

increase participation with inclusion and to enrich students with special needs learning

within the least restrictive environment.

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT VII
STUDENTS WITH INTELLECTUAL DISABILITIES
Chapter Two: Literature Review

Introduction

The least restrictive environment (LRE) was developed to place a child with

special needs in a classroom as often as possible with other children his or her age that

are normally developing (Wortham & Hardin, 2016). Teachers would need to learn how

to meet the needs of both the special education student as well as the general

education students in order to prevent segregation and integrate the student into the

classroom. According to Rodriguez, Saldaña and Moreno (2011), positive teacher

attitudes are an important predictor of the successful education of children with

disabilities. This literature review will discuss the importance of the brochure helping

teachers feeling confident to meet the needs of both the student with Intellectual

Disabilities and the nondisabled peers as well as talking about how training is a

pertinent impact in positive teacher outlook.

Theory/ Rationale

Special education has viewed disabilities traditionally as deficits (Connor et al.,

2014). Recent legislation has aimed to change those opinions and help to improve the

ideas of students with special needs and to help progress mindset. Individuals with

Disabilities Education Act aims to place special needs students among their same age

peers to give them similar experiences and to allow them the same learning

opportunities.

Teachers and other professionals have complaints against the Individuals with

Disabilities Education Act feeling that it will first take away from instructional time for

students that are “more likely to achieve” (Jordan, Schwartz, McGhie-Richond, 2009)
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT VIII
STUDENTS WITH INTELLECTUAL DISABILITIES
and second is doomed to fail due to the severe lack of training teachers receive.

Teachers may also be more amenable to including students with certain types of

disabilities over those they deem more challenging (McHatton & Parker, 2013). Teacher

attitudes and beliefs have a strong impact on the classroom environment and the

success of their students. Through information, professional developments, and other

means of support teachers will gain the confidence to welcome students Intellectual

Disabilities into the classroom and encourage these students along with their general

education students to work together to achieve academic success daily.

Research/ Evaluation

Teacher attitudes and beliefs have a strong impact on the strength and the

effectiveness of an inclusive classroom. Jordan, Schwartz, McGhie- Richmond (2009)

stated that teachers have attitudes and beliefs about the nature of the disability which

can impact the responsibilities and responsiveness that a teacher may play when

working with that student. Jordan et al. looked at teacher beliefs in kindergarten

through eighth grade general education classrooms with qualitative research methods.

Through their research Jordan et al. found that teachers were more effective with their

students when they believed that they were responsible for their students with special

needs. This shows that changing beliefs and attitudes could have a strong effect on

how teachers work with their students and could lead to a stronger classroom

environment.

McHatton and Parker (2013) did a study on teachers that were. They found that

teachers’ attitudes had a large impact on success within the classroom. Teachers

should not deny students with disabilities individualized instruction, however they should
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT IX
STUDENTS WITH INTELLECTUAL DISABILITIES
give them equity within the classroom (McHatton & Parker, 2013). It is important that

students have a strong self-concept feeling as if they are welcome into the classroom

and that they are a part of the classroom environment, and through teacher attitudes

and perception as well as inclusion, students with disabilities are able to build strong

bonds and able to succeed.

Research has been conducted by numerous professionals showing that

professional development has a strong impact on a teacher’s professional learning.

Barton and Smith (2015) used quantitative methods to look at U.S. education

administrators feelings on inclusion by surveying 238 individuals. These two found that

administrators had attitudes and beliefs as the most cited barrier to inclusion in 2014

moving from the second most cited barrier in 1993. The administrators had proposed

solutions to the barriers including professional development for themselves and their

staff. Many new teachers report having inadequate training and lack of support as a

large barrier to entering the educational field leading them to feel unable to preform

successfully in their role and wanting to leave the teaching profession altogether when

unable to support the students (Oliver, 2007).

Male (2011) on the other hand surveyed 48 teachers. These teachers were at

the time enrolled in different masters programs throughout the world that focused on

special and inclusion education during a 10-week module. This was looking to assess

their different attitudes toward inclusion. It was found that at the end of the ten-week

module teachers had a more positive attitude toward inclusion showing the impact a

professional development or training can do improving teacher attitudes and beliefs of

inclusion.
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT X
STUDENTS WITH INTELLECTUAL DISABILITIES
Different types of professional development have been implemented and

evaluated. Dunst (2015) found that his in-service professional development should

include explicit explanation and illustrations of what teachers or staff will learn. He also

includes opportunities for teachers to actively and authentically practice what they are

learning as well as evaluate their experience to reflect and how to become stronger

educator. Dunst also proposed mentoring programs during the in-service and follow-up

support to help strengthen the learning that teachers and staff completed during the

professional development. Professional development should also allow “teachers to

continuously improve their teaching practice by providing encouragement and fostering

an environment that values sharing, trust, risk-taking, experimentation, collaborative

inquiry and self-assessment” (Department of Education and Training, 2005, p. 7).

There are two different types of professional developments, the traditional and

the non-traditional methods. The traditional method consists of conferences and

workshops whereas the non-traditional method consists of mentoring, coaching, and

peer observations. Researchers have claimed that while traditional professional

developments, while being quicker on time and to reach achieved goals, are found to be

less effective because teachers are less engaged and offer little to no impact on the

skills teachers are expected to learn. On the other hand, non-traditional professional

developments require teachers to spend more time on task and to practice real life

activities for the skills they are learning (Bayar, 2013, p. 321). According to Student

Achievement Through Staff Development, “teachers require an average of 20 distinct

moments of practicing a new skill before it comes easily to them” (School of Education,

2018).
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XI
STUDENTS WITH INTELLECTUAL DISABILITIES
Two of the most powerful tools found within a professional development are self-

reflection and feedback (Darling-Hammond et. al, 2017). Self-reflection allows the

individual to look at their opinions, beliefs, and ideas and how they impact their

teachings. It also allows them to adjust their current methods in order to make the

classroom a stronger environment for all that enter. Feedback involves a teacher or

coach observing a professional and giving advice for how to further improve their

teaching styles or approaches. Peers should have the opportunity to enter other

classrooms and observe positive inclusive environments as well as receive feedback

from their colleagues regarding their own classroom teaching (Hord & Tobia, 2012).

That may mean that teaching will have to be sustained, taking place over more than one

day, and that it would involve ongoing assessment and observations allowing teachers

opinions and skills to grow throughout the learning process (Vislocky, 2013).

Summary

Special education research has been conducted in many formats and across

countless countries. It is consistently found that there are strong benefits to inclusion

for both students with disabilities and students without disabilities. Jordan et al. (2014)

found that the performance of students without special education needs ma be

enhanced in inclusive classrooms. However the most beneficial piece of a successful

classroom environment is having a strong teacher that is prepared for an inclusive

classroom and is comfortable working with the student. Teachers learn new information

and facts best from constant active inquiry (Smith, 2014). Professional development is

a strong and effective way to help address teacher attitude and beliefs that may be a

barrier to inclusion integration (Barton & Smith, 2015). Dunst (2015) gives a research-
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XII
STUDENTS WITH INTELLECTUAL DISABILITIES
based professional development model that can be used and integrated into

professional development programs to help teach educational staff about inclusion

practices.

Conclusion

A professional development that is established on research-based content has

an effective method to address teacher attitudes and beliefs about inclusion. The

professional development in-service should include opportunities for teachers to reflect

on their beliefs, have discussions with other educators, and chances to practice

teaching. The information about an Intellectual Disability will allow teachers to better

understand the student and their capacities as well as how to serve their student.

Teachers will also learn about their understanding and daily learning abilities.

Educational resources will allow the teacher to continue their learning and their growth

in order to strengthen the classroom setting and to gain new knowledge about an

inclusive classroom. Resources will include different training websites and practices

that are found to be successful for having students with Intellectual Disabilities within a

Least Restrictive Environment. With the implementation of the Individuals with

Disabilities Education Act of 2004 many schools are seeing an increase of students with

disabilities within their classroom. It is important for teachers to feel prepared to have

that student within the classroom and prepare to support the student.
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XIII
STUDENTS WITH INTELLECTUAL DISABILITIES
Chapter Three: Project Description

Introduction

The Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004

to ensure that individuals with special needs would receive free and appropriate public

education and services. They are supposed to be educated within their Least

Restrictive Environment alongside their nondisabled peers (U.S. Department of

Education, Office of Special Education and Rehabilitative Services, n.d.). According to

McHatton and Parker (2013), 77.4% of SWDs spend 40% or more of the school day in

general education settings. Teachers needs to feel prepared having students with

disabilities and Intellectual Disabilities within their classrooms. The following pieces of

this description will go into detail on the different components of the project, the

implementation of the project, how the project will be evaluated, and imaginable

conclusions of the project.

Project Components

The project will consist of an informational professional development that will

teach them about having students with Intellectual Disabilities within their classroom.

The professional development will be made out of three different parts: defining an

Intellectual Disability, discussing how to integrate students with an Intellectual

Disabilities into the classroom, and providing further resources to help teachers feel

prepared for an inclusive classroom. Materials will include Microsoft PowerPoint

slideshows, facilitator guides, handout copies needed for the in-service training and

further training, and a copy of assignments that teachers will be completing during the

training. The facilitator guide will be used for the leader of the in-service training to
CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XIV
STUDENTS WITH INTELLECTUAL DISABILITIES
understand how to correctly implement the PowerPoint, handouts, assessments, and

information presented within the professional development. Details included will be

teaching points, discussion questions, case studies, and various opportunities for the

leader to guide the educational participations in critical professional self-reflection.

Teaching is intertwined throughout the professional development in-service

leading teachers to not only self-educate themselves about their student, but also

provide them with further resources to continue their learning. Further resources will

come from in-service professional developments, online training sessions, websites,

and information manuals that discuss the topic further. Throughout the in-service,

participants will use multiple case studies to help them evlatue, decide, andp ractie

teacher responses to potential experiences they may have while working in an inclusive

environment.

Project Evaluation

To assess the effectiveness of the professional development in-service, a pre-

assessment and post-assessment will be distributed to teachers before the sessions

and after the completion of the in-service. The assessments will have identical Likert

scales where teaches will be able to self-assess their attitudes and beliefs on having a

child with an Intellectual Disability in an inclusive General Education classroom. The

post-assessment will also include a short section dedicated to teachers’ feedback on

the in-service and if they felt it was a helpful experience. Teachers will place their

responses in sealed envelopes and I will evaluate the results after the in-service is

completed to see the growth the teachers made as well as further changes I could make

to improve future in-service programs. The professional development in-service will be

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XV
STUDENTS WITH INTELLECTUAL DISABILITIES
successful if teachers find that they have more confidence after completing the training

and that they are able to create a more inclusive classroom setting for their student with

Intellectual Disabilities and their nondisabled peers.

Project Conclusions

This project is expected to increase the confidence in general education teachers

working in an inclusive classroom that read the brochure. Male (2011) found that

teachers attitudes toward inclusion could be impacted by education and training. My

goal with this professional development in-service is to allow teachers to receive

experience and have further sources for training so they can feel more confident having

students with Intellectual Disabilities within their classroom and create an inclusive

environment for all students. Bruns & Mogharreban (2009) stated that children with and

without disabilities could benefit from having inclusive classrooms. However, teachers

need to feel confident implementing this classroom in order to make inclusion a true

success.

Plans for Implementation

The project will be implemented within a public school in western Michigan. The

district currently has a population of approximately 4,000. The professional

development in-service will be targeted toward elementary and middle school general

education classroom teachers. The meeting dates will be at the beginning of the year,

January, and April. Follow-up support will be given in between the professional

development trainings as well as after the final in-service in April. The results of the

post-assessments will be used to make improvements to future in-services. Based on

feedback from the post-assessments, the project could be distributed to surrounding

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XVI
STUDENTS WITH INTELLECTUAL DISABILITIES
districts and adapted to fit high school or other professionals that work with students

with Intellectual Disabilities and general education students. To ensure that the project

is executed correctly, I will use the facilitator guide and all in-service materials and

resources as they are intended to be used.

CREATING RESOURCES FOR GENERAL EDUCATION TEACHERS TO SUPPORT XVII
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doi:https://www.education.vic.gov.au/documents/school/teachers/profdev/proflear

ningeffectivesch.pdf

Rodríguez, I.R., Saldaña, D. & Moreno, F.J. (2012). Support, inclusion, and special

education teachers’ attitudes toward the education of students with autism

spectrum disorders. Autism Research and Treatment, 2012, 259468-8.

doi:10.1155/2012/259468
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Smith, G. (2015). The impact of a professional development programme on primary

teachers’ classroom practice and pupils’ attitudes to science. Research in

Science Education, 45(2), 215-239. doi:10.1007/s11165-014-9420-3

Vislocky, E. (2013, August 22). Five Key Elements to Successful Embedded Teacher

Professional Development. Retrieved from https://www.nwea.org/blog/2013/five-

key-elements-to-successful-embedded-teacher-professional-development/

What Makes Professional Development for Teachers Effective? (2018, May 4).

Retrieved from https://soeonline.american.edu/blog/what-makes-professional-

development-for-teachers-effective
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Appendix A

Self-Assessment- Online through Survey Monkey

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Appendix B

PowerPoint
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Appendix C

Facilitator Guide
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Facilitator’s Guide:
Intellectual Disability PD
 What is an Intellectual Disability
o Below average IQ
 Average IQ is 100 however IQ for ID would be 70-75 (depending on
district) or below
 An intellectual functioning involves the ability for someone to learn,
to reason, to make decisions, and to problem solve

o Below average adaptive behavior

 Conceptual skills- language and literacy; money, time, and number
concepts; and self-direction
 Social skills- interpersonal skills, social responsibility, self-esteem,
gullibility, naïveté (i.e., wariness), social problem solving, and the
ability to follow rules, obey laws, and avoid being victimized
 Practical skills- activities of daily living (personal care), occupational
skills, healthcare, travel/transportation, schedules/routines, safety,
use of money, use of the telephone

o Do and learn new things more slowly

 Students are still able to learn along with other students, however
they may take more time or repetition to learn a concept

o Things to consider
 Environment- consider a student’s community environment and
what is typical to a peer’s individual and culture
 Culture- may have different cultural traditions, behaviors, or ways to
communicate
 Language- may not understand what is being said within class
causing low skills

 Least Restrictive Environment

o Learning with same age peers
 Special education students should be with general education kids
to “maximum extent that is appropriate”
 Special education classes or schools should only be placement
when the student’s disability that supplementary aids and services
cannot provide appropriate education

o Supports available
 Push-in: Push in special education services refers to services that
are provided for special education students inside of the child’s
general education classroom
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 Pull- out: Pull out special education services refers to services that
are provided for special education students outside of the child’s
general education classroom
 Partial mainstream: child spends part of the day in general
education and spends part of the day in special education

 What is Inclusion
o Opportunity to learn alongside non-disabled peers
o Beneficial for all students
 See diversity: see other students that are different than themselves
and work with their needs

o General education and special education teachers work together

 Meet the needs of all students
 Plan together
 Teach together

 How to create an Inclusive Classroom

o Examine your assumptions
 Do not assume that someone cannot do something based on
academic functioning
 Have high expectations for all students (have faith in their abilities)
 Realize they may not have the same background knowledge

o Learn more about your students

 Make them feel welcome and learn how to correctly pronounce
their names

o Make all feel welcome

 Their opinion, daily attendance, participation, supportive peer
culture, feel part of the classroom family

o Use multiple examples in multiple meanings

 Teach through all senses and at different levels

o Strive to be fair
 “Fair isn’t always everyone getting the same thing, but everyone
getting what they need to succeed”
 Do not create learned helplessness

o Examine the curriculum

 Plan multiple ways to learn
 Allow for participation that encourages success for all
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o Provide accommodations
 Provide reasonable accommodations for students that need and
document all accommodations used/ their impact

o Stay up to date on correct terminology

 Use correct terms when referring to students culture
 Refer to both sexes

 How teacher beliefs impact the classroom

o Attitudes and beliefs have a strong impact on the effectiveness of an
inclusive classroom
 Both teachers and administrators need to look at their beliefs and
attitudes

o Teachers are more effective when they believe they are responsible for
students with disabilities (ownership for students)

o Inadequate training can lead teachers to feel vulnerable

 Feel as if inadequately prepared
 Feel ineffective to teach students with ID

o Teachers must believe they are effective

 Teachers that believe they are effective are found to be more
successful

o Constantly self-reflect
 Important to constantly check your attitudes and beliefs and to
adjust your teaching in order to meet the needs of your students
 Ensure that you are removing bias
 Make sure you hold your students to highest standards

 Further resources
o These are further resources you can look at to increase your knowledge
and learn more about Intellectual Disabilities and how to incorporate
students with Intellectual Disabilities into your classroom

o American Association on Intellectual Developmental Disabilities

 Continuing education courses online

o American Psychiatric Association

 Learn more about Intellectual Disabilities

o Association for Psychological Therapies

 Training courses on ID
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o Ed2Go
 6-week training on an inclusive classroom environment

o Individuals with Disabilities Act

 Learn more about current legislations including the LRE

o Iowa State University

 Learn more ways to create an inclusive classroom environment
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Appendix D

Handouts
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