Supplementary guidance for schools on inspecting skills, September 2010

This guidance is intended to support the key tasks of inspectors in making judgements regarding: whether all pupils have the communication, numeracy and ICT skills needed to access the whole curriculum; and how well the wider curriculum itself develops pupils’ skills

Self-concept in Children with Intellectual Disabilities

Self-concept, or feelings about oneself, encompasses various areas including social and academic domains and has been suggested to be a predictor and mediator of other outcomes (Bryne, 1996). In this study, the relationships between achievement, intelligence scores, and self-concept in children with mild intellectual disabilities were examined. Self-concept and WISC verbal intelligence scores evidenced significant relationships. Additionally, relationships were demonstrated between gains in achievement and higher ratings of self-concept. These results suggest that relationships exist between intelligence, achievement, and self-concept in elementary school children with MID. Specifically, a positive relationship was demonstrated between achievement gains and self-concept. Associations between intelligence and self-concept also were demonstrated, where higher intelligence scores were related to both lower nonacademic self-concept and higher cognitive self-concept

Focal Spot, Winter 2005/2006

https://digitalcommons.wustl.edu/focal_spot_archives/1101/thumbnail.jp

ASSISTIVE TECHNOLOGY FOR EDUCATING PERSONS WITH INTELLECTUAL DISABILITY

Technology has changed and continues to change the way people manage things in their lives and it is analogous in the life of Persons with Disabilities (PwDs) through integration of technology in education. Meaningful inclusive education can be made possible with the help of Assistive Technology (AT) since it helps in identifying and overcoming all barriers for effective, continuous and quality participation of all PwDs including those with intellectual disabilities in education. This article attempts to put forward few measures that provide effective education to Persons with Intellectual Disability through the support of assistive technology specifically designed by understanding their educational needs in order to maximize their academic success. Assistive technology pertinent to various domains of education and developmental areas with appropriate examples and case study is also being illustrated. Barriers to access assistive technology and recommendations to remediate it are also discussed in comprehensive manner.  Article visualizations