Mild Intellectual Disability Support Beyond Tutoring
Students with MID possess lower than average intelligence as measured by a psychological diagnosis and impaired cognitive skills. This often causes low self-esteem and self-confidence alongside feelings of frustration in social challenges or when completing work.
Ruth Rumack’s Learning Space (RRLS) helps students manage this learning difference by personalizing lesson plans in accordance to students’ needs, one-to-one settings, Direct Instruction, and offering techniques for executive functioning skills.
Types of Intellectual Disabilities
Mild Intellectual Disability (MID): A person holds an IQ of 50-70 and can function in daily life, learn and practice life skills, attain early reading and math skills.
Moderate Intellectual Disability: A person holds an IQ of 35-49 and can function in daily life with some support and participate in simple conversations.
Severe Intellectual Disability: A person holds an IQ of 20-34 and characteristics include significant delays and difficulties with communication; inability to communicate; assistance required for daily living tasks.
Profound Intellectual Disability: A person holds an IQ of less than 20 and has difficulties with communication and in social situations and requires assistance with daily living tasks.
Common Issues Associated with Mild Intellectual Disabilities
Functioning Below Grade Level: Students may function 2-4 years below their academic grade level and work with a modified curriculum below their grade level.
Challenges with Social Relationships: Students may misinterpret non-verbal cues in conversation or be viewed as socially immature by their peers.
Executive Function Skills: Students may struggle with following routines, organization, and remembering to complete tasks.
Emotional Challenges: Students may possess low self-esteem, lack of self-confidence, and feelings of frustration.
How We Help Students with Mild Intellectual Disability:
One-to-one Direct Instruction beginning with what students know and progressing sequentially through needed skills in math, reading, writing, and spelling using research-based programs.
Teaching academic strategies to help students feel more confident and successful.
Teaching executive functioning and organizational skills (i.e. use of personal calendars, personalized daily schedules, checklists).
Using personalized reference sheets of what students have learned to transfer skills to all environments (i.e. classroom, home).