2024, Vol. 5, Issue 1, Part A
Adapting teaching strategies to empower learners with intellectual disabilities in inclusive environment
Author(s): Zainab Olayinka Jimoh, Udeme Samuel Jacob, Tolulope Ayomide Osungade and Genevieve Chimaoge Ebulum
Abstract: This comprehensive review explores the multifaceted landscape of tailoring instructional approaches to adapt teaching strategies for learners with intellectual disabilities. The study delves into the intricate construct of intellectual disability, considering not only individual limitations but also cultural influences, societal attitudes, and support systems. Assessment and diagnosis are pivotal in understanding and supporting learners, necessitating a thorough clinical approach considering risk factors, family impact, and mental health. Adapting instructional methods is explored through addressing teacher attitudes, employing evidence-based practices, and utilising varied instructional strategies to meet diverse needs. Creating a supportive learning environment is discussed in the context of collaboration between stakeholders, inclusive policies, and the integration of technological resources. Positive relationships and behavioural challenges are highlighted, emphasising the importance of understanding factors influencing relationships and adopting a multidimensional approach to intervention. The abstract concludes by underscoring the dynamic nature of tailoring instructional approaches, emphasising continuous adaptation, collaboration, and a profound understanding of the unique needs of each learner with intellectual disabilities. This commitment aims to empower these individuals for growth, development, and meaningful social participation.
Pages: 39-45 | Views: 65 | Downloads: 37
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How to cite this article:
Zainab Olayinka Jimoh, Udeme Samuel Jacob, Tolulope Ayomide Osungade and Genevieve Chimaoge Ebulum. Adapting teaching strategies to empower learners with intellectual disabilities in inclusive environment. International Journal of Intellectual Disability. 2024; 5(1): 39-45.
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