According to Heward (2009), students with intellectual disabilities have significant limitations in both their intellectual functioning and adaptive behavior. Learning, reasoning and problem solving, as well as conceptual, social and practical skills are all areas of difficulty for these students. While students with intellectual disabilities typically have poor memory, slow learning rates, attention problems, difficulty generalizing what they have learned, and a lack of motivation, there are effective educational strategies that teachers can use to help these students perform better and ultimately improve the quality of their teaching. life.Heward (2009) believes that students with intellectual disabilities learn best when instruction is explicit and systematic. Complex or multi-step skills should be broken down into smaller, easier-to-learn steps in sequential order. This process is known as task analysis. It can be used to help students achieve their individualized goals in the areas of functional curriculum, life skills, and self-determination. These steps can be represented in writing or visually through images or videos. In a study by Cihak, Alberto, Taber-Doughty, and Gama (2006), students with moderate intellectual disabilities were instructed, using static images and videos, to complete a functional task. Task analyzes were used to develop image and video prompts for ATM use. Photos of each step were taken using a digital camera and four second video clips of each individual step were filmed to create the video prompts. Simulation teaching was provided in the classroom, while community teaching was provided at the local grocery store. The results determined that both strategies...... middle of paper ...... students without disabilities. Using these strategies, along with learning other effective methods, will help students with disabilities develop the functional, life, and self-determination skills needed to live independent lives. Works Cihak, D., Alberto, PA, Taber-Doughty, T. & Gama, RI (2006). A comparison of strategies for simulating static image prompts and video prompts using group instructional procedures. Focus on Autism and Other Developmental Disabilities, 21, 88-99.Elliot, C., Pring, T., & Bunning, K. (2002). Social skills training for students with intellectual disabilities: A cautionary note. Journal of Applied Research in Intellectual Disabilities,15, 91-96.Heward, WL (2009). Exceptional Children: Introduction to Special Education, 9th Edition. Merrill Prentice Hall: Upper Saddle River, NJ.