When creating a supportive plan for a student with an intellectual disability, what should be prioritized?

The choice to prioritize integrating functional academic skills into various school activities is important because it addresses the real-world applications of learning for students with intellectual disabilities. This approach ensures that the skills they acquire are not only theoretical but also practical and relevant to their daily lives.

By embedding functional academic skills into everyday activities within the school environment, students are more likely to retain and utilize these skills outside the classroom. For instance, teaching math through budgeting in a school store or literacy skills through reading instructions for a cooking class makes learning meaningful. This approach also promotes generalization, where what is learned in one setting can be applied in another, enhancing independence and confidence in students as they navigate daily tasks.

In contrast, focusing solely on complex skill development might overwhelm students, while concentrating on traditional academic classes can lead to a narrow educational focus that does not prepare them for real-life situations. Similarly, making peer tutoring the primary instruction method may not effectively address individual learning needs, particularly when functional skills should be prioritized for practical application.