Introduction
Children with intellectual disability have the capability to learn, but they do so at a relatively slow pace that requires additional assistance from the teacher. In this case, children learn by observing as well as getting their hands on objects to acquire real life experience which intern help them to remember the concept being taught. It is, therefore, important that a teacher teaching children with intellectual Disability should focus on the needs and interest of each particular child which will, in turn, help the teacher in meeting the learning needs of the individual child at their pace. In this case, the teacher will focus on two children between four to five years with intellectual disability and develop a lesson plan in reading, writing, spelling and mathematics that match their specific needs.
Reading Standards
Reading three letter words: Identifying and reading three letter words by joining the sounds. With the US of adequate materials which include both visual aids and context text and emerging strategies the k2 level children should identify some words as well as phrases when read out aloud or during an oral presentation (Teaching Strategies, 2003).
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Objectives
By the end of the lesson, the learners should be able to identify s and read sounds and three letter words.
The learners should also be able to read the three letter words in a sentence
The learners will read and match similar three letter words in two different worksheets
Materials
Three letter words reading worksheet- the learners will observe the recognize the words in the reading worksheet and read sentences containing the same word. Additionally, the use of pictures will enable the reader to identify the words in the worksheet (Awatere, 2002).
Flash cards with three letter words the learns will read out aloud the words in their flash cards
Matching words worksheets- In this case, the learners will read and match out similar words in two worksheets A and B
Anticipatory Set
The two intellectual disabled children will use the visual aids to enable them to build their vocabulary as well as exercising their reading skills (Awatere, 2002). Children learn by doing, therefore, providing the learners with visual aids will enable them to connect ideas. The worksheets are visual aids help children develop their cognitive ability from shifting from thinking based on concrete fact to abstract thinking (Pressnall, 2013). Additionally, allowing the learners to manipulate the learning materials such as the flashcards and the matching sheet will enable them to develop a positive attitude towards reading, hence, reading with fun.
Presentation
The teacher will introduce the materials to the learners and provide a clear guideline on how to go about the tasks. Additionally, the teacher will listen and observe the learners as they read the words in their charts and observe them as they match the words in the reading matching worksheets.
Practice and Application
Each student will have different flash cards, and they will identify the three sounds and join them to form a word then read the word out loud. Additionally, they will read out the simple sentences containing the three words
Lastly, each student will match similar words in the reading matching worksheets provided to them.
Review and Assessment
The teacher will identify whether or not each learner was able to read the three letter words in the reading worksheet and the flashcards correctly. Also, the teacher through marking will be able to identify whether the learners matched similar words correctly.
Closure
The teacher will thank the learners for their participation and also the students will collect their materials and hand them to the teacher.
Rubric
| Activity | Able | Can Attempt | Unable |
| Identify and three letter words | |||
| Read sentences with three letter words | |||
| Matching similar words in a matching worksheet |
Writing Standards
Describing key character or events at that is age appropriate: Clearly describing characters, story or an event that have unique and specific details (State of Oregon, 2013).
Objective
By the end of the lesson, the two ID learners should be in a position to join dots of words that tell a story about myself.
Additionally, the learners should be in opposition to draw and color themselves.
Materials
Drawing books where the learners will draw
Five colors for each learner- each learner should exercise their motor skills by drawing and coloring themselves
Connecting the dots worksheet- The students will join dots for words that describe them.
Anticipatory Set
At four and five years of age the children as still developing their fine motor skills and therefore, providing them drawing, coloring and dot-joining activities will enable them to perfect their fine motor skills. Children learn to concentrate and acquire the right grasp of the pencil when joining dots, hence, a good activity to stimulate concentration and motor development. As children manipulate the drawing book, the pen and the color they help develop and master their motor skills (Henderson & Pehoski, 2005). Additionally, preschoolers draw what they know and feel about the world around them, and hence, the teacher can be able to understand a child through drawing and take the most appropriate approach in helping the learner. Children suffering from intellectual ability enjoy creative and artwork and therefore, providing them with drawing activities will enable them to learn the theme as well as acquire motor skills (Erickson & Koppenhave, 2007). Also, drawing provides the learners with an opportunity to develop their cognitive, social, emotional, as well as creative skills, enabling the child to develop holistically (Erickson & Koppenhave, 2007).
Presentation
Firstly, the teacher will introduce the materials to the learned so as to make them familiar with them and explain how they should use them.
Secondly, the teacher will illustrate what she expected the learners to do using the board. The teacher will demonstrate how to join dots as well as how to draw and color oneself.
Practice and Application
On the other hand, the learners will observe the teacher as she provides the guideline as well as join dots provided in the worksheet and drawing on the drawing and coloring themselves.
Review and Assessment
The teacher will assess whether or not the learners were able to hold the writing material in the right way and joining the dots correctly.
Secondly, the teacher will evaluate the ability of the student in drawing objects that are meaningful by marking their work.
Closure
The teacher will thank the learners and appreciate them for their participation by clapping for them.
Rubric
| Writing | Able | Unable |
| Joining Dots | ||
| Drawing and coloring themselves |
Spelling Standard
Phonological awareness: Learners should demonstrate their ability in identifying and understanding of spoken words, word sounds and syllables (State of Oregon, 2013).
Objective
By the end of the lessons, the learners should be able to correctly spell the names of some of the items in the classroom.
Materials
Worksheet that contains a picture of the some of the items in the class and their names. Children can acquire meaning and relate the object to their names, hence, providing the worksheet with the names and pictures of class items will enable them associate the names with the object as well as learn their spellings (Westwood, 2011).
Flashcards containing the names of the items that the students will spell
Anticipatory Set
The approach of using familiar objects for children with intellectual disability to learn vocabulary and spelling is an important approach in teaching children with learning disabilities. In this case, Children with an intellectual disability learn new words and their spellings through hearing the word, seeing the word written, as well as writing the after which the learner can be able to spell the word after several experiences with the word (Courter,2011).
Presentation
The teacher will introduce some of the items that will be used such as books, pens, chalk, colors, charts, table, chair and balls.
The teacher will then provide the names for the objects which will be placed on the objects for the learners to see, and then the teacher will read out aloud and clearly the names of the items.
Practice and Application
The student will observe the teacher and name the items after the teacher, after which the learners will pick the flash card, read out aloud the name of the object and select the object that goes by the name, and finally, write the name on the blackboard. Lastly, the student will spell the words of five of the items without copying from anywhere.
Review and Assessment
The teacher will assess whether the students can clearly and correctly spell the names of the objects
Closure
The teacher will congratulate the students for their active participation in the lessons. Also, the classroom will be arranged to its normal set up such as returning the tables, chairs, books to their right place.
Rubric
| Spelling | Able | Unable |
| Spelling the names of the objects correctly |
Mathematics Standards
Geometry: Demonstrating their understanding of the shapes by correctly identifying them irrespective of their shape or orientation (State of Oregon, 2013).
Objectives
By the end of the lesson, the students should be able to identify the shapes of the presented objects correctly. They should also be able to trace and match the shapes correctly.
Materials
A worksheet chart illustrating the shapes
Flash cards that are cut to represent a specific shape
Worksheet to match the similar shapes
Classroom objects that depict a certain shape such as a table, a rule, the shape of the classroom, books, and the balls
Anticipatory Set
Children learn to recognize shapes by manipulating the objects around them, in this case, the method of teaching is evidence based when children get their hands on the objects to feel the shapes. Additionally, children with intellectual disability should be taught shaped based on their existing information or experiences (Schwartz, 2005), for example, the children have had experiences with the ball, books, rulers and these can be used to introduce the shapes. Additionally, shape matching can also play a significant role in helping the children master shapes (Lever, 2003).
Presentation
The teacher introduces the shapes and their name. The teacher also illustrates to student the different shapes by showing the flash cards with the shapes. Additionally, the teacher illustrates to students how to go about the matching of similar shapes.
Practice and Application
The students repeat after the teacher in naming the shapes. They also identify to trace the shapes by themselves as well as matching similar shapes in the matching worksheet.
Review and Assessment
Evaluating whether or not the student was able to name the shapes correctly
Evaluating whether the students was able to match the similar shapes correctly as well as tracing them
Closure
The students collect the learning materials and place them in the cupboard.
Rubric
| Mathematics | Able | Can Attempt | Unable |
| Identifying the shapes of the objects | |||
| Tracing the objects | |||
| Matching similar shapes in the worksheet |
References
Awatere, H. D. (2002). The reading race: How every child can learn to read . Wellington, N.Z: Huia
Courter, M. K. (2011). Here's how children learn speech and language: A text on different learning strategies .
Erickson, K. A., & Koppenhaver, D. (2007). Children with disabilities: Reading and writing the Four-Blocks way . Greensboro, N.C: Carson-Dellosa Pub. Co., Inc.
Henderson, A., & Pehoski, C. (2005). Hand function in the child: Foundations of remediation . St. Louis, MO: Mosby.
Lever, M. (2003). Shape and space: Activities for children with mathematical learning difficulties . London: David Fulton.
Pressnall, D. O. (2013). Beginning reader intervention activities: Five-day units on short-vowel words to strengthen phonemic awareness, letter-sound correspendence, and word recognition . Greensboro, N.C: Key Education.
Schwartz, S. L. (2005). Teaching young children mathematics . Westport, CT: Praeger.
State of Oregon. (2013). Standards by design: kindergarten for language fluency. Retrieved November 30, from http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
State of Oregon. (2013). Standards by design: kindergarten for mathematics. Retrieved November 30, from http://www.ode.state.or.us/teachlearn/real/standards/sbd.aspx
Teaching Strategies, Inc. (2003). The creative curriculum for preschool . Washington, DC: Teaching Strategies.
Westwood, P. S. (2011). Commonsense methods for children with special educational needs . London: Routledge.
