ABSTRACT
Teachers tend to find children with intellectual disability and with autism among the most difficult to include effectively in mainstream programmes. In order to receive the most appropriate education to meet their needs, many of these students with moderate to severe disability are still placed in special education facilities (Foreman 2009; Smith 2007). Others, particularly those with mild disability, are being placed successfully in mainstream schools, particularly in the early years. For this reason, all teachers need to have some knowledge of the effects of intellectual disability and autism on children’s behaviour and capacity to learn. To assist these students in the mainstream, teachers usually need to make significant modifications to the teaching method, learning activities and content of the curriculum. In Chapter 14 strategies for carrying out such modifications are discussed in detail.
