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Increasing Interaction in Social Settings for Students with Intellectual Disabilities Using Visual Supports

Dave Kunnas

18/04/2023

What is an Intellectual disability?

According to the American Psychiatric Association an intellectual disability (ID) "involves problems with general mental abilities that affect functioning in two areas:

  • Intellectual functioning (such as learning, problem solving, judgement).
  • Adaptive functioning (activities of daily life such as communication and independent living)"

Intellectual

Disabilities

Video on what is an

intellectual disability?

https://www.youtube.com/watch?v=zQNASuTNtVw

Video

Research

  • Incidental learning from experiences and interactions is a big part of student development.
  • Participation in clubs, sports, learning projects, and other school-sponsored activities allows important social interactions to occur. In turn, such interactions contribute to increased social competence, goal attainment, and an enhanced quality of life.

Research

Research Problem

Students with complex support needs are much less likely to be included in student chosen activities compared to their peers without disability.

Problem

Purpose of the study

Purpose

  • The purpose of this study was to examine the use of visual supports (VS) to encourage independent social interactions between students with Intellectual disabilities (ID) and typically developing peers.
  • Interaction with peers enhances functional skills as well academic performance for students with disabilities

(Mallon et al, 2023)

Subtopic 2

Subtopic 2

Pictures

Population used in the study

  • Participants Two special education classrooms in a junior high school served as a source of potential study participants. Of the two classes, seven students were interested in participating in buddy club. To be included as a participant in the study, students needed: (a) eligibility category of ID; (b) communication goals on IEPs, and (c) lack of initiation or response in conversations with peers in an unstructured peer group activity.

Population

Subtopic 3

Subtopic 3

Methods used

Methods

Results

Implications

  • This study found that the VS are a valuable tool for practitioners to use in order to expand opportunities for inclusion.
  • Interaction with peers decreased to baseline levels without the VS even though the students had been practicing with peer tutors in the special education setting.

Implications

research influences your thoughts and practice regarding impact on whole class learning

Influence

Practical strategies for teachers to use to turn theory into action

Practical

Strategies

Bibliography

American Psychiatric Association

www.psychiatry.org/patients-families/intellectual-disability/what-is-intellectual-disability

Bibliography

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