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How Pictures Pull Concepts Together for Students with Intellectual Disabilities

How Pictures Pull Concepts Together for Students with Intellectual Disabilities

by Janet Giel-Romo | Jan 28, 2019 | Reading

Do your students have problems with comprehension?   Of course they do.   Significant limitations with conceptual skills is included in the AMMA’s description of a person with an ID. Conceptual skills impact both receptive and expressive language, reading and...
How I Taught a Woman with Down Syndrome to Read

How I Taught a Woman with Down Syndrome to Read

by Janet Giel-Romo | Apr 4, 2018 | Reading, Uncategorized

I would like to share a demonstration video of me working with Jennifer, a 35ish year old woman with Down syndrome, who had never been taught to read. Jennifer was difficult to motivate. To address this, I was playful and made a game of it. We also alternated between...
Why Students with an Intellectual Disability Need Massive Amounts of Nonfiction Curriculum

Why Students with an Intellectual Disability Need Massive Amounts of Nonfiction Curriculum

by Janet Giel-Romo | Mar 9, 2018 | Current Events, Reading

Like all students diagnosed with an intellectual disability, Lily runs into a wall with reading comprehension.  Once basic reading skills are obtained, which many students with mild and moderate intellectual disabilities can learn, the next step is learning...
How to Help Students with Intellectual Disabilities with Reading Comprehension

How to Help Students with Intellectual Disabilities with Reading Comprehension

by Janet Giel-Romo | Jan 25, 2018 | Reading

Reading comprehension is challenging for students with an intellectual disability (ID). The cognitive demands are often out of  reach without significant support. Understanding the demands helps educators wrap their heads around the supports needed. Effective teaching...

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