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Focus on prerequisites — for example, you cannot address behavior until the student attends regularly. Define the behavior in objective, measurable, observable terms.
20 Νοε 2017 · Successful inclusive education happens primarily through accepting, understanding, and attending to student differences and diversity, which can include physical, cognitive, academic, social, and emotional.
Generally, students with intellectual disabilities find attending to tasks challenging. However, attending skills may be improved through early intervention and instruction that use real-life tasks and materials (e.g., coins) that are relevant to the student.
Students with an Intellectual Disability (ID) represent a special subpopulation of the school community that may experience difficulty assimilating into inclusive classrooms and other aspects of school life due to their unique learning, physical, behavioral, and socio-emotional
Research shows that implementing evidence-based, multi-tiered behavioral frameworks can help improve overall school climate, school safety, and academic achievement for all children, including children with disabilities.
Students with disabilities may use accommodations during instruction and assessment. Accommodations meet the individual student needs and ensure equal access to the academic content standards (Bureau of Exceptional Education and Student Services [BEESS], 2006, September).
When a student’s evaluation shows that challenging behavior is based on disability, a team of knowledgeable individuals, usually called the student’s Section 504 team, is responsible for determining the services and supports the school must provide to address the behavior.
