It is a complicated process to teach children and help them learn. Teaching children with cognitive disabilities is not any easier. In 1997 the Individuals with Disabilities Education Act required that all students with disabilities must participate in state assessments and have access to the general education curriculum. The No Child Left Behind Act also required schools to include yearly progress of students in reading, math, and science.
Teaching a child with a cognitive disability requires great understanding of the child. The IDEA lists 13 categories of disabilities that a child may have. Depending on the disability this can affect the way a child learns. Through understanding information, processing it and remembering it. This leaves the style of teaching very different of each child. No one single intervention plan can be used for many students. Children are sometimes taught though sign language or a voice output communication aid. Depending on what stage the child is in pictures or symbols are used to teach the child.
Like children without cognitive disabilities, it is beneficial to use many different methods to teach the child. Playing with toys and teaching causality is important in having the child understand how the world works. Learning with other children helps stimulate the mind as well. Children that have disabilities such as autism need to be taught how to take pleasure in playing with others. Each individual disorder needs to be taken into consideration. Doing this enables a child to learn. Before the Education of All Handicapped Children Act, 1 out for 5 children with disabilities were taught in public schools. Over 1 million children with disabilities had no access to the public school system. As of 2006, more than 6 million children in the U.S. receive special education services through IDEA.