Word Count
Kent State University
Brianna Wilson
Intro to Exceptionalities
Week 3
August 2, 2019
Intellectual and Developmental Disabilities
1.) Can attributions, learned helplessness, and motivation of students with intellectual
or developmental disabilities be altered? If so, how?
Yes, attributions, learned helplessness, and motivation of students with intellectual
and or developmental disabilities be altered. This can be altered in a couple different
ways. Starting with learned helplessness, having your student sit with their peers can
have them learn more on their own rather than relying on the teacher. Another way to
alter learned helplessness is by giving the student choices, making the student make
numerous choices during their day helps them start to think on their own as well. As
far as motivation, that all depends on the teacher. If the teacher can find things to
spark the student interest it can be altered in a good way. Lastly, attributions can be
altered the same way as well that motivation can be altered.
2.) Describe three ways that general and special educators can collaborate to serve
students with intellectual disabilities.
The first way the general and special educators can serve students with
intellectual disabilities is getting support from different sources such as Best Buddies
international and even the Special Olympics. Using these types of things to show that
other people are not defined by their disability can help other students overcome their
challenges too. Next, starting off at a very young age in school, specifically preschool,
can help reduce the impact of intellectual disabilities. These very inclusive pre-school
programs can help reduce the severity of the disability. Lastly, language can help students
with intellectual disabilities as well. Since language reflects perception, it can help reduce
the stigma behind disabilities as well as any bias or discrimination.