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Students with Intellectual and Developmental Disabilities (Understanding…

- - - - significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
  - - - Down Syndrome
      - Prader-Willi Syndrome
      - Fetal Alcohol Spectrum Disorders (FASD)
      - Phenylketonuria
      - Toxoplasmosis
    - - Encephalitis
      - Lead Poisoning
      - Brain Injury
- - - - Memory
      - Generalization
      - Metacognition
      - Motivation
      - Language
      - Academic Skills
  - - - Communication—the ability to exchange thoughts, messages, or information with other people through speaking, sign language, or other means
      - Self-care—the ability to tend to personal hygiene, eating, and other related tasks
      - Social skills—the ability to interact appropriately with others
      - Home living—the ability to manage the day-to-day tasks of living in an apartment or house
      - Leisure—the ability to use free time productively
      - Health and safety—the ability to take precautions and act in ways that do not endanger oneself or others
      - Self-direction—the ability to make and implement decisions
      - Functional academics—the reading, writing, math, and other skills needed for independence
      - Community use—the ability to identify and access services and activities in the neighborhood or area
      - Work—the ability to obtain and keep employment
- - - - Explain the purpose of peer tutoring to students, and give a rationale for using it. Stress the idea of increased opportunitiesfor practice and on-task behavior.
      - Stress collaboration and cooperation rather than competition.
      - Select the content and instructional materials for tutoring sessions.
      - Train students in the roles of tutor and tutee. Students need to learn specific procedures for
      - feedback for correct responses (for example, teach students to say, “That’s correct. Good answer!”).
      - error correction (for example, teach students to say, “That’s not correct; the correct answer is. . . . I’ll ask the question again. .”).
      - score keeping (for example, have students use tally marks on a scorecard for correct answers).
      - Model appropriate behaviors for tutor and tutee. Demonstrate acceptable ways to give and accept corrective feedback.
      - Provide sample scripts for students to practice roles. Divide the class into practice pairs and teams.
      - Let pairs practice roles of tutor and tutee as you circulate, providing feedback and reinforcement of appropriate tutor and tutee behavior.
      - Conduct a follow-up discussion with the students regarding tutor and tutee behavior. Answer any student questions.
      - Repeat Steps 7 and 8, with students switching roles.