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by Michael L. Wehmeyer,Martin Agran
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We begin by noting that there are regressive trends occurring in educational placements in our country and that these are causing alarm.
Intellectual disability refers to a disability manifesting as limitations in intellectual functioning (reasoning, planning, solving problems, thinking abstractly, comprehending complex ideas, learning quickly, and learning from experience) related to activity limitations, associated with participation restrictions across all life activity and human functioning domains and resulting from brain impairments or specific etiological factors. Boston: Merrill/Prentice Hall.
by Michael L. ISBN13:9780536930224. Release Date:January 2005. Publisher:American Association on Intellectual and Developmental Disabilities.
Promoting Self-Determination in Students with Intellectual and Developmental Disabilities 2007, . Wehmeyer, M. Agran, C. Hughes, J. Martin, .
Mithaug, D. Mithaug, M. Agran, J. Martin, and . Theory in Self-Determination: Foundations for Educational Practice 2003, . Wehmeyer, B. Abery, . Promoting Self-Determination in Students with Intellectual and Developmental Disabilities 2007, . Mithaug, and S. Palmer.
Teaching self-determination to students with disabilities: Basic skills for successful .
Teaching self-determination to students with disabilities: Basic skills for successful transition. ML Wehmeyer, M Agran, C Hughes. Paul H. Brookes Publishing C. PO Box 10624, Baltimore, MD 21285-0624. The relationship between quality of life and selfdetermination: an international study. Y Lachapelle, ML Wehmeyer, MC Haelewyck, Y Courbois, KD Keith,. A functional model of self-determination: Describing development and implementing instruction.
Courses: Intellectual Disabilities/Mental Retardation - Introduction Intellectual .
Courses: Intellectual Disabilities/Mental Retardation - Introduction Intellectual Disabilities/Mental Retardation - Methods. February 2017 520 pages SAGE Publications, Inc. Download flyer.
Mental retardation means substantial limitations in age-appropriate intellectual and adaptive behavior
Mental retardation means substantial limitations in age-appropriate intellectual and adaptive behavior. It is seldom a time-limited condition. Students with mental retardation do not tend to use such strategies spontaneously but can be taught to do so with improved performance on memory-related and problem-solving tasks as an outcome of such strategy instruction (Hughes & Rusch, 1989; Merrill, 1990). The rate at which individuals with mental retardation acquire new knowledge and skills is well below that of typically developing children.
When we teach children with intellectual disabilities, we need to keep in mind several factors. First of all we need to set goals that are most important for the child. Learning the names of the planets may not be as important as learning about how plants grow. Next we need to make materials and set up the environment so that it supports the child’s learning. Finally, we need to use some teaching strategies to teach and motivate the child to learn. Here we explore a few effective teaching strategies for students with intellectual disabilities. Hands-on learning benefits students.
by Dennis E. Mithaug, Deirdre K. Mithaug, Martin Agran, James E. Martin, Michael L.
Promoting Health and Safety: Skills for Independent Living. by Martin Agran, Nancy E. Marchand-Martella, Ronald C. Martella. by Dennis E. ISBN 9780398077235 (978-0-398-07723-5) Softcover, Charles C Thomas Pub Ltd, 2007.