Meanings Of Intelligence And Adaptive Behavior Education Essay

Meanings Of countersign service And accommodative Behavior Education EssayMeanings of Intelligence and Adaptive BehaviorIntelligence refers common affable ability applied by individuals in reasoning, calculating, perceiving analogies and relationships or in encyclopaedism new instruction. Intelligence also entails general amiable capacity to store and marrowively retrieve information, adjust to new information as well as fluency in language use. Therefore, intelligence is the perceived capacity not only in learning and catch new situations, but also in adapting to those situations and/or environment. Mental stave (i.e. MR) is a psychological condition characterized by significant limitations in an individuals sacrifice intellectual functioning. MR is ordinarily characterized by an intellectual functioning which falls downstairs average. The condition is accompanied with limitations in adaptive skills much(prenominal) as communication, companionable skills and academic skills, among others (Weiten, 2008).A teacher can use versatile learn styles to adapt to the need of the mentally retarded learners. First, the circumscribed teacher ought to order the flavour skills that the students ought to learn. Life skills argon basic proficiency and may hold skills such as grooming, dressing and working ability. After skills atomic number 18 identified, the instructor ought to avail a learning atmosphere that will facilitate the learning process. This approach enables the learner to effectively generalize the taught skills into their home environment more quickly. Additionally, the teacher should break the skills to be taught into simple and sequential steps which are measurable. This will enable the learner to gain knowledge of knotty operation step by step. For instance, in breeding the basic skill of change the kitchen, the skills should be broken down into possibly first taking the utensils to the kitchen, spell the sink and finally washin g the dishes. Similarly, the teachers should share the skill being taught with the learners together with their feargivers so that they can be monitoring the learners progress in practicing the taught skills at home. Such techniques assist in enhancing quick mastery of the skills being taught (Weiten, 2008).Similarly, an instructor teaching mentally retarded students should observe consistency on teaching a particular skill so that the learners can own the skill. This will help reduce stress and anxiety when learning challenging skills. organic structure helps to build the students confidence as mastery of the concept is higher when insistent teaching is employed by the instructor. Similarly, for the students with tame maladroitness, the teacher should use oer learning to teach cognitive related information. Students with mild retardation are slower in mastering a particular concept than the approach pattern learners. Over teaching will help the special learners to catch-up w ith the normal learners beneath common mainstream classes. For students with severe mental retardation, instruction should emphasize on various motion exerts to promote the adoption of basic skills (Baker Aunsworth, 2004).Assessment of learners with mental disabilities is associated with a variety of problems. First, the assessment instruments have been criticized for ignoring cultural differences in evaluation procedures. insensitivity to cultural differences may possibly lead to negative labeling and misdiagnosis. Mislabeling has negative effects to the learners being assessed because it usually leads to wrong diagnosis. Additionally, evaluation instruments if not carefully apply may affect students self- esteem. In carrying out assessment, special personnel should jell into consideration ethical issues that if misused may have detrimental effect on the learner.Individuals with mental retardation exhibit various characteristics depending on the direct or the perceived degr ee of retardation. According to Baker Aunsworth (2004), learners with severe mental retardation usually requires service form the teacher and caregivers throughout their lives. virtually individuals with severe mental retardation also have multiple disabilities such as difficulties in communication and mobility challenges. In most instances, mobility is aided by use of wheel chairs while communication difficulties are taken care of by teaching the learners alternative means of articulating their ideas with peers. Learners with severe retardation rise up complex subjects that require abstract reasoning difficult. Therefore, these learners taught to be basic life skills which are very essential in their normal living. This implies that the learners undertake grooming for the purpose of gaining life skills because they are incapable of comprehending abstract information. Additionally, these categories of learners most frequently than not exhibit common syndromes like down syndrome , which is a big(p) challenge to their intellectual capacity as well (Balla Ziegler, 1983). Due to the overt nature in their intellectual ability this category of learners requires special education.Moreover, students with mild mental retardation usually need limited support. This category of learners usually indicates moderate or even mild delays in communications and academics slaying levels compared to normal learners. Additionally, the development of children with mild mental retardation is delayed compared to their non-disabled peers. Delays in development usually have an effect in reducing the kids cognitive abilities. Learners under this category usually experience difficulties in grasping complex subjects which require prolonged concentration or abstract reasoning. As such, special teacher or instructor ought to use over teaching to raise mastery of concept taught. Over teaching requires the instructor to deliberately exercise individualized teaching by giving the needy student more attention than the normal learners. More often, these learners fall between third and one-fourth grade by the time they finish high school (Balla Ziegler1983).In conclusion, teachers should employ adaptive behavior when teaching students with special needs to enhance effective learning. Employing variety of teaching strategies would work-out to enhance students concentration-span. Similarly, parents and other concerned organizations should coadjutor with special teachers fraternity in helping the learners with severe mental retardation master, practice and perhaps retain basic skills way from school.