Support Measures
To support students with intellectual disability (ID), schools should carry out systematic needs assessment and design and implement an interlinked 3-Tier support in the form of an individual education plan (IEP) to appropriately address their support needs. In ordinary classrooms (Tier-1), in order to create a positive learning environment and ensure that all learners with diversity, including students with ID, can participate meaningfully in class, teachers should design the curriculum, teaching materials, pedagogies and assessment methods based on the principles of Universal Design for Learning (UDL) and Differentiated Instruction and utilise assistive technology. For Tier-2 support, schools should arrange remedial support groups for students with ID to equip them with the core learning concepts and skills, help them consolidate what they have learnt in lesson and improve their learning effectiveness. For Tier-3 support, schools should provide one-on-one supplemental training for students with ID to enhance their cognitive and adaptive life skills through repeated learning, rehearsal and application of core knowledge and skills. The 3-Tier support in the IEP should be interlinked, hence ensuring that students will be supported to acquire new skills though training, and apply and generalise the skills learnt to daily life. Schools should also deploy additional manpower (e.g. teaching assistant) to render assistance in specific lessons or learning activities according to the needs of the students concerned to ensure timely and individualised support for them.