Introduction to Intellectual Disabilities
Grand Canyon University: SPE351
October 20, 2013 Introduction to Intellectual Disabilities Effective education should meet the learning needs of each individual student and sufficiently support their ability to learn. This learning can take place in general or special education settings, depending on the needs of the students. General and special education teachers must be well educated and knowledgeable about special education laws and how they impact the learning process for students identified as ID. Issues concerning the identification process for students with intellectual disabilities are also an area of concern for educators as well as issues dealing with the social and educational implications that the common characteristics of students with intellectual disabilities have on teaching and learning. Lauren Byrd, a first grade regular education teacher and Christine Khouri, a K-2 self-contained teacher, were interviewed for the purposes of this paper. Issues concerning educating students with intellectual disabilities were discussed to establish an introductory knowledge base in this area and to help create an understanding of how these issues can affect teaching and learning. Issues relating to terminology, law and the identification process of students with intellectual disabilities were the first topics discussed during the interview. Mrs. Khouri, the special education teacher, was much more knowledgeable in the area of utilizing correct terminology regarding students with ID. She was much more familiar with the laws and the identification process for students with intellectual disabilities and the impact that they had on student learning. Mrs. Khouri discussed how the terminology had recently been changed. Students who were once identified as “mentally retarded” are now referred to as having