Literacy Activities Handbook - Saskatchewan Association of Rehabilitation Centres

In addition to more standard teaching, other comprehension cues can be taught. For example, an employee will recognize lunchtime by a chime sounding as well as the time shown on her watch.
Employees will intellectual disabilities, who often have difficulty with print, will benefit from signs that feature symbols or pictorial cues.
Teaching employees with intellectual disabilities should be on a one-toone basis whenever possible.
When teaching, the tutor should always keep in mind the particular learning difficulties of employees with intellectual disabilities. Difficulties include memory and the ability to generalize skills learned in one context to another context. This means that review is necessary, and that teaching should be situation-specific. In all cases, teaching will need to be step-by-step with limited aims for each teaching or training session.
The pace of teaching needs to be individualized for the learner.
Some teaching methods that can be used are demonstration, practice, reinforcement, error correction, and so on.
As with all teaching of individuals with intellectual disabilities, assessment and recording of progress needs to be a constant ongoing process and a feature of all teaching sessions.
Due to the highly individualized nature of teaching individuals with intellectual disabilities, resources more often than not will need to be made by the tutor.
Published resources will need to be used selectively and flexibly, and few are available.

Adapted from:
Frances Shannon. Teaching Basic Workplace Literacy Skills to Employees with Intellectual Disabilities: A Practical Guide to Assessment and Teaching Strategies. Orange, New South Wales, Australia: Western Institute of TAFE, Orange College, 1995.