Hodges is apprehensive about Ernest being in her classroom because, as indicated in the article, “Ms. Hodges has never had students with mild intellectual disabilities in her class and is apprehensive that she will not be able to meet Ernest’s needs” (Rosenberg,…
Hodges is already implementing in her classroom, and which would be deemed effective and beneficial for students like Ernest are the: (1) planning pyramid, where contents that students will learn would be classified according to: (a) contents that all students will learn; (b) contents that most students will learn; and (c) contents that few students will learn (in Ernest’s case, Ms. Hodges could discern which contents would be most applicable for learning within his intellectual level; (2) nine types of instructional adaptations where Ms. Hodges could tailor and identify the “the difficulty level of lessons, structure how students participate and provide responses, and provide peer support for learning mate” (Rosenberg, Westling, & McLeskey, 2007, par. 6); and (3) provision of peer tutoring. As revealed, peer tutoring would be beneficial for Ernest to focus on relevant course materials that would be used for class discussion and for examinations.
Rosenberg, M. S., Westling, D. L., & McLeskey, J. (2007). Can You Help Me with This Student? In M. S. Rosenberg, D. L. Westling, & J. McLeskey, Special Education for Today’s Teachers: An Introduction (p. 222). Prentice ...
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