According to Heward (2009), students with intellectual disabilities have significant limitations in both 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. Although 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 instructional strategies that teachers can use to help these students be more successful and ultimately improve their quality of learning. 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 written language or visually with images or videos. In a study by Cihak, Alberto, Taber-Doughty, and Gama (2006), students with moderate intellectual disabilities were instructed to use static images and video prompts to complete a functional task. Activity analyzes were used to develop image and video suggestions for using an ATM. 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 instructions. Simulated instruction was conducted in the classroom, while community-based instruction was conducted at the local grocery store. The results established that both strategies… at the center of the paper… students without disabilities. Using these strategies, as well as learning other effective methods, will help students with disabilities develop functional, life, and self-determination skills necessary to live independent lives. Works Cited Cihak, D., Alberto, P. A., Taber-Doughty, T. & Gama, R. I. (2006). A comparison of static image and video prompting simulation strategies 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 note of caution. Journal of Applied Research in Intellectual Disabilities,15, 91-96.Heward, W. L. (2009). Exceptional Children: An Introduction to Special Education, 9th edition.Merrill Prentice Hall: Upper Saddle River, NJ.