Compared to peers without disabilities, what is a common learning need for students with mild intellectual disabilities?

Students with mild intellectual disabilities commonly require frequent repetition and verbal prompts to support their learning and reinforce understanding. This need arises from their cognitive processing differences, which may affect their ability to grasp new concepts and retain information in the long term. By providing repeated exposure and clear verbal instructions or prompts, educators can help these students better comprehend material and apply it effectively in various contexts.

Frequent repetition is essential, as it allows students to practice skills in a structured way, enhancing their ability to learn and remember. Verbal prompts serve as necessary cues that guide students in their tasks, helping them stay focused and engaged during learning activities. This approach fosters a supportive learning environment tailored to their unique requirements, enabling them to progress academically alongside their peers.

In contrast, the other options do not accurately reflect common-learning needs related to mild intellectual disabilities. For instance, exhibiting extreme shyness in interactions may not be a general characteristic of students with mild intellectual disabilities. Performing at or above age-level in social skills is often a challenge rather than a common need. Similarly, showing off-task behavior only in small groups does not represent a typical or consistent behavior pattern, as students with mild intellectual disabilities may exhibit off-task behavior under various circumstances, not just in small group settings.