Students with Intellectual Disabilities

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Creating an Instructional Cohesive Classroom for Students with Intellectual Disabilities
Monica Williams
Grand Canyon University: EDU 351
August 5, 2012

Creating an Instructional Cohesive Classroom for Students with Intellectual Disabilities Students with intellectual disabilities are increasingly represented in the nation’s public school system. Since No Child Left Behind, educators are now being accountable for providing the best education possible. Federal laws from the Education for All Handicapped Children Act (EAHCA) to Individual with Disability Education Act (IDEA) both specify that any and all students with disabilities are permitted to a free appropriate public education in spite of their skill level or the difficulty of the disability. If the nation’s educational system wants to get better, educators must believe that all children can learn regardless of their disability, ethnic race, or economic status. By federal guidelines, students with special needs are to be placed in the least restrictive environment. Since this is based on the individual, students may be place in a general education classroom or in a special education classroom that is more restrictive. This essay will discuss diagnosis/prescription/evaluation (DPE) and analyses of instruction for a teacher with a student with an intellectual disability. Teaching and instruction is the basic job function of the classroom teacher. The classroom environment is just as important as the instructional component of learning as well. Take for instance, would a child be more tantalized in a room that is full of bright colors, powerful words of encouragement, artwork created by peers and eye catching bulletin boards or a room that is monochromatic, no artwork, and dull bulletin boards that are old and dusty? Of course the first…...

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