CHARACTERISTICS OF AND STRATEGIES FOR TEACHING STUDENTS WITH MILD DISABILITIES

Characteristics of and Strategies for Teaching Students with Mild Disabilities

Table of Contents

Chapter 13

Foundations of Special Education for Students with Mild Disabilities3

Chapter 23

Overview of Students with Mild Disabilities3

Chapter 33

Students with Mild Intellectual Disabilities3

Chapter 43

Students with Emotional Disturbance3

Chapter 53

Students with Learning Disabilities3

Chapter 93

Classroom Management3

Chapter 1

Foundations of Special Education for Students with Mild Disabilities

Special education serves students with disabilities. Students with mild disabilities comprise the majority of students in special education programs. These students have problems and characteristics that make success in school difficult without special assistance. Students with learning disabilities, students with mild intellectual disability, and students with behavior disorder are referred to as “students with mild disabilities” because their problems are essentially educational in nature. Many of their special learning needs and characteristics overlap. More than two-thirds of the students served in special education programs are classified with learning disabilities, mild intellectual disability, and emotional disturbance.

Technology has become ubiquitous as a tool for teachers and students. P.L. 100-407, The Technology-Related Assistance for Individuals with Disabilities Act of 1988 (Tech Act) was designed to enhance the availability and quality of assistive technology (AT) devices and services to all individuals and their families throughout the United States. Public Law 105-17, the Individuals with Disabilities Education Act (IDEA), uses the same definitions for assistive technology as the Tech Act and mandates that assistive technology be considered in developing Individualized Education Programs (IEPs) for students with disabilities. IDEA also emphasizes access to the general education curriculum for all students with disabilities.

The Tech Act and the IDEA define an AT device as any item, piece of equipment, or product system (whether acquired off the shelf, modified, or customized) that is used to increase, maintain, or improve the functional capabilities of a child with a disability. AT devices may be categorized as no technology, low technology, or high technology

Conclusion

Early special education programs were often segregated settings that left much to be desired in terms of good instruction and sound educational practices. With the advent of Public Law 94-142 (Education for All Handicapped Children Education Act, EHA) and its subsequent supplements and amendments (i.e., Individuals with Disabilities Education Act, IDEA), public concern has been focused on providing appropriate education for students with disabilities. Students with disabilities are entitled to a free and appropriate education in the least restrictive environment. Cooperation between general and special educators is the best strategy for insuring the educational success for students with mild disabilities.

Chapter 2

Overview of Students with Mild Disabilities

Students with mild disabilities are those who receive services in special education for learning disabilities, emotional disturbance, and mild intellectual disability. Regardless of the category in which they are receiving services, these students have similar learning needs and instructional needs. They tend to be more alike than different. Because of this, many states deliver services within cross-categorical systems. Students with mild intellectual disability, learning disabilities, and emotional disturbance are the largest subgroup of students receiving special education ...