question archive Because children with intellectual disabilities have a great deal of difficulty with change (even more than most children do!), and have a difficult time adjusting to a new physical setting, we are going to focus on helping children with intellectual disabilities transition from one setting to another (prek to kindergarten, from elementary to middle school, from middle school to high school, and finally from high school to adulthood)
Because children with intellectual disabilities have a great deal of difficulty with change (even more than most children do!), and have a difficult time adjusting to a new physical setting, we are going to focus on helping children with intellectual disabilities transition from one setting to another (prek to kindergarten, from elementary to middle school, from middle school to high school, and finally from high school to adulthood)
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Because children with intellectual disabilities have a great deal of difficulty with change (even more than most children do!), and have a difficult time adjusting to a new physical setting, we are going to focus on helping children with intellectual disabilities transition from one setting to another (prek to kindergarten, from elementary to middle school, from middle school to high school, and finally from high school to adulthood).
Information of intellectual disabilities:
https://www.webmd.com/parenting/baby/intellectual-disability-mental-retardation#1
https://www.parentcenterhub.org/intellectual/
https://www.ndss.org/ Down Syndrome is the most common type of intellectual disability and is usually diagnosed during pregnancy or at birth. This website, The National Down Syndrome Society, provides a lot of good information.
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Choose a strategy discussed in the readings or from another professional source. Then answer the following questions: Help with Questions 1-5
1. Name the strategy chosen.
2. Give the citation (url or other citation).
3. Tell which transition you are targeting: Preschool to Kindergarten, Elementary to Middle School, Middle School to High School, or High School to Adulthood. Choose the area that fits where you work/want to work best. Remember we are not talking about transitions from one grade level to another (unless it from the level to level described above) and we are not talking about the transitions children make in transitioning from class to class throughout a school day.
Focus on the transitions required.
4. Tell why this is an effective strategy to use in managing these transitions for children with disabilities.
5. Give one reason why the strategy chosen is appropriate for a child with an intellectual disability. Make sure to use the characteristics of intellectual disabilities and the language and concepts from the readings.
