All children have the right to become equal citizens of the society. Children with intellectual disabilities have difficulties in learning and may need support to reach that equality, and some extra resources may be needed. Compared to children with typical development, children with intellectual disabilities have problems in three cognitive areas that are essential for learning activities: Abstract thinking. Understanding/using abstract symbols (text, numbers, money, and time) and imagining non-experienced things and situations. Several-steps thinking. Understanding multiple-level instructions and connections between cause and effect. Simultaneous handling of information. Nuanced considerations/comparisons, risk considerations and problem solving that manifest in complex social situations.
Endorsing an interactive bio-psycho-social understanding of intellectual disabilities implies that learning limitations are the discrepancy between abilities and the level and/or quality of support, and according to this an inclusive approach to learning should be based on knowledge about abilities rather than dis-abilities. Two inclusive classroom strategies for learning are presented and discussed in this chapter. These strategies seek ways of providing universal, inclusive learning situations where children with intellectual disability can interact with any children and the most important role for a teacher is to find ways to support the children in that interaction.