Strategies for teaching moral values to children with intellectual disability

Abstract

Moral values constitute abstract concepts, and for students with intellectual disabilities, learning moral values requires methods appropriate for their conditions and social norms. This study was carried out in order to describe the different types and strategies for teaching moral values to students with intellectual disabilities. Questionnaires were used and responses were cross-checked through focus group conversations with teachers who have exemplified best practices. The quantitative descriptive analysis was conducted by categorising the data according to the students' grade levels. The findings indicate that teachers teach moral values using a range of strategies, including the conventional stage emphasising interpersonal harmony orientation and authoritative and societal orientation, and learning contents relevant to local norms. Teachers typically employ this strategy through real-world activities, practice and repetition. In conclusion, the types and strategies for teaching moral values to students with intellectual disabilities are typified by concrete knowledge and adjustments are made according to the students’ environment.  

Keywords: Moral values, teaching strategies, intellectual disabilities