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OBSERVATIONAL PORTFOLIO
A collection of student work gathered to demonstrate student performance on specific
skill and knowledge, generally linked to state content standards. A collection of student
work gathered to demonstrate student performance on specific skills and knowledge,
generally linked to state content standards. Portfolio contents are individualized, and
may include wide ranging samples of student learning, including but not limited to actual
student work, observations recorded by multiple persons on multiple occasions, test
results, record reviews, or even video or audio records of student performance.
1. Working Portfolio. Teacher, student, and parents all contribute to the portfolio. Both
works in progress and final product pieces are included.
2. Showcase Portfolio. The portfolio houses only the student's best work generally does
not include works in progress. The student manages the portfolio and decides what to
place in it.
3. Record Keeping or Teacher Portfolio. The portfolio houses student test papers and work
samples and is maintained by the teacher. It containes work thaty the student did not
select for inclusin in the showcase portfolio. Batzle (1992)
LONGITUDINAL STUDY
2. Self-blame - The parents wonder if they did something wrong, during the course of the pregnancy or after
birth, while taking care of the child. They wonder if God is punishing them for their sins.
3. Stigma - Many parents might feel that a mentally retarded child is something to be ashamed of and cannot
be allowed out of the house
4. Helplessness - Many parents dont know how to get help for their child once he/she has been diagnosed
with mental retardation. The sense of helplessness comes both from a lack of understanding about mental
retardation and a lack of information about the resources available for mentally retarded individuals.
5. Behavior Problems - Many parents find it diffi cult to handle behavior problems like screaming, crying,
inability to concentrate, aggressiveness, stubbornness etc that a child with mental retardation might have.
6. Unrealistic expectations - Many times, parents of mentally retarded children are dissatisfied with the
slow progress their child is making in learning new things. When parents have unrealistic expectations of what
their child can achieve, it leads to disappointment not only for them but also in the child who does not understand
what he/she is doing wrong.
7. Worry about the future - One of the main concerns of parents with mentally retarded children is about
how their children will be taken care of when they die.
8. Marital/Family problems - Having a child who is mentally retarded places greater strain on a family than
otherwise. Due to the extra tasks that have to be done to take care of the child, parents feel overworked, stressed
out and unhappy.
(http://talkitover.in/family/families-of-mentally-retarded-challenges-andconcerns/)
TEACHING METHODS/STRATEGIES/TOOLS
Individuals with intellectual disabilities (ID, formerly mental retardation) benefit from the same
teaching strategies used to teach people with other learning challenges. This includes learning
disabilities, attention deficit/hyperactivity disorder, and autism.
1. Break down learning tasks into small steps to avoid overwhelming the student. Once complete
mastery is achieved, the next step is introduced.
2. Modify the teaching approach. Most of the students are kinesthetic learners so its best if you
provide hands-on instructions where information is concrete and observed.
3. They learn best with visual aids. This may include charts, pictures, and graphs. in learning
environments where visual aids are used. This might include charts, pictures, and graphs. These
visual tools are also useful for helping students to understand what behaviors are expected of them.
For instance, using charts to map students' progress is very effective. Charts can also be used as a
means of providing positive reinforcement for appropriate, on-task behavior.
4. Provide direct and immediate feedback. This enables them to make a connection between their
behavior and the teachers response.