trol and predictability for the child. It’s crucial in this process to maintain the child’s engagement, as their learning can be significantly affected by distractions.
For instance, in reading and language development, elucidation may entail reading a story aloud and pausing to explain the meaning of unfamiliar words or phrases. Simple repetitive sentences and visual cues like illustrations, can further aid comprehension. Elucidation is equally valuable for teaching social skills. When helping a child with ID learn about sharing, use real-life scenarios to illustrate the concept. Role-playing can be an effective tool, allowing them to practice sharing in a controlled and supportive environment.
FEEDBACK
Another critical aspect of education is feedback. It needs to be clear and kind. We're not just fixing mistakes, but showing children what they're doing well and how to improve. Saying things like “I noticed you worked hard on this part” makes a child feel good about their effort. Telling them, “Let's try this part another way,” helps them see a challenge as a chance to learn something new. Giving feedback immediately is helpful because it connects what they're doing with their learning.
It's also crucial to find the right balance with feedback. Too much feedback can make a child feel watched constantly, which can be overwhelming. However, insufficient feedback might make them unsure about their performance. The trick is to check on their work periodically, especially at the start, to ensure they understand, and are on the right track. If you need to suggest improvements, pick a few important things to focus on. This way, they don’t feel overloaded with corrections.
WE CAN ENABLE CHILDREN WITH INTELLECTUAL DISABILITIES TO NAVIGATE THEIR LEARNING JOURNEYS MORE EFFECTIVELY BY IMPLEMENTING ELUCIDATION PRINCIPLES, PROVIDING BALANCED FEEDBACK, AND FOSTERING SELF-REGULATION SKILLS.
SELF-REGULATION
Teaching self-regulation to children with intellectual disabilities is another integral part of their learning. Self-regulation is crucial to one's ability to manage behavior and emotions. Simple steps, such as assisting children in planning, tracking progress, and emphasizing the importance of patience, can have a significant positive effect. Strategies for enhancing socio-emotional self-regulation could involve: teaching breathing exercises for calming down, using feelings charts to help children identify and express their emotions, or establishing a 'safe space' in the home where they can go to feel secure and gather their thoughts. Parents need to recognize and respond to the individual emotional needs of their child, as children with ID might express their emotions differently. As parents and teachers, we can create environments that help children practice these skills. This means setting up routines and spaces that are structured and predictable,
which helps kids feel more secure and focused.
Understanding self-regulation involves knowing about three essential parts: planning before doing something (forethought), controlling oneself while doing it (performance), and thinking about how it went afterward (self-reflection). Helping kids get better at these, can start with simple strategies. For example, we can help them set goals, evaluate their work, and manage their time well. Parents can also play a big role in this at home. For younger kids, it might be helping them understand and follow instructions, or set up a routine for homework. For older kids, it's more about assisting them to handle their emotions in different social situations, and giving them the right balance of guidance and independence.
Children with ID may experience sensory sensitivities, such as being easily overwhelmed by loud noises or certain textures. Parents must understand their child's unique sensory needs. Strategies like creating a sensory-friendly environment at home, using sensory toys for comfort, or gradually exposing the child to different sensory experiences can be beneficial. Understanding these needs helps prevent and manage meltdowns, often resulting from sensory overload.
In summary, by implementing elucidation principles, providing balanced feedback, and fostering self-regulation skills, we enable children with intellectual disabilities to navigate their learning journeys more effectively. Educators, parents, and caregivers are pivotal in crafting a supportive and enriching environment. Through these efforts, we facilitate our children's academic and personal growth, and lay a solid foundation for wise, lifelong learning. This holistic approach is crucial in preparing them to meet the challenges and opportunities of the future with confidence and resilience. •
References
- American Academy of Pediatrics. (2012). Health issues: Children with intellectual disabilities. Retrieved August 9, 2012, from healthychildren.org/English/health- issues/conditions/developmental-disabilities/Pages/Intellectual-Disability.aspx external link
- cdc.gov/grand-rounds/pp/2019/20191015-intellectual-disabilities.html
ABOUT THE AUTHOR:
Artyom Zinchenko, PhD, is a cognitive neuroscientist passionate about teaching. He completed his PhD at the Max Planck Institute for Cognitive Human and Brain Sciences in Leipzig, Germany, focusing on how emotions and cognitive conflict are processed. He is a faculty member at Ludwig-Maximilian University in Munich, researching the interplay between cognition and emotion and the role of long-term memory in visual search. His research employs various neurophysiological techniques, including EEG, transcranial magnetic stimulation, and a combination of EEG and fMRI. Dr. Zinchenko is also an effective teacher, instructing cognitive neuroscience and EEG methodology courses. He extends his expertise to high school students, aiming to spark their interest in neuroscience. As a father, he finds joy in assisting his children with their education, a pursuit that fuels his continuous learning, e.g., in machine learning and app design. For more information, please visit wisestlearners.com