Student Support File for Mild Intellectual Disability
Guide for Irish Teachers
A mild intellectual disability (also called mild general learning disability in Irish educational context) involves below-average intellectual functioning with associated limitations in adaptive behaviour. In Irish schools, students with mild ID typically require a modified curriculum with support across literacy, numeracy, language, and daily living skills.
About Mild Intellectual Disability in Irish Schools
A mild intellectual disability (also called mild general learning disability in Irish educational context) involves below-average intellectual functioning with associated limitations in adaptive behaviour. In Irish schools, students with mild ID typically require a modified curriculum with support across literacy, numeracy, language, and daily living skills.
Prevalence: Approximately 1-3% of the Irish population has an intellectual disability, with mild ID being the most common category. Students may attend mainstream schools with support or special classes.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Mild ID:
Common Strengths
- Learns well through practical, hands-on activities
- Good social skills and desire to please
- Responds positively to routine and repetition
- Strength in visual and kinaesthetic learning
- Kind and caring personality
- Ability to develop functional life skills with targeted teaching
Common Needs
- Modified curriculum at an appropriate developmental level
- Concrete, multi-sensory teaching approaches
- Overlearning and repetition to consolidate skills
- Explicit teaching of functional literacy and numeracy
- Support with generalising skills across settings
- Life skills and independence training
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Differentiate work to the student's developmental level (not just simplified - different)
- Use concrete, hands-on learning materials for all concepts
- Provide visual schedules and task boards for daily routine
- Allow extra time and repetition - overlearning is essential
- Use real-life contexts for literacy and numeracy (shopping, cooking, time)
- Pair with supportive peers for cooperative learning activities
- Focus on functional skills alongside the curriculum
School Support
SOME - SET-led targeted teaching
- SET-led individualised programme at the student's developmental level
- Functional literacy programme (sight words, environmental print, name writing)
- Functional numeracy programme (money, time, measurement in real contexts)
- Social skills group with modelling and role-play
- Life skills programme (self-care, cooking, road safety) integrated into learning
- Modified assessment aligned with the student's targets, not class-level standards
School Support Plus
FEW - Multi-disciplinary team involvement
- Individualised programme developed with MDT (NEPS, SLT, OT if needed)
- SNA support for care needs if applicable
- Application for special class placement if mainstream with support is not meeting needs
- Transition planning for post-primary with appropriate programme consideration
- Intensive daily SET support across key curriculum areas
- Regular review with parents and external professionals each term
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] learns best through practical, hands-on activities and real-life contexts.”
- “[Student] has good social skills and enjoys interacting with classmates.”
- “[Student] follows classroom routines well and responds positively to praise.”
- “[Student] shows strength in visual and kinaesthetic learning activities.”
Needs Phrasing
- “[Student] needs a differentiated programme at their developmental level across literacy and numeracy.”
- “[Student] requires concrete, multi-sensory teaching approaches with frequent repetition.”
- “[Student] benefits from functional skills teaching embedded in real-life contexts.”
- “[Student] needs explicit teaching and practice of social skills for age-appropriate peer interaction.”
Frequently Asked Questions
What are SMART targets for a child with mild intellectual disability in Irish schools?
Should a child with mild ID attend a mainstream school or special class?
How do you differentiate the curriculum for a student with mild intellectual disability?
Official Irish References
Essential Guides
Related Conditions
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