Understanding the value of money is an essential life skill that empowers individuals to make informed choices, foster independence, and navigate the complexities of daily life. However, for those with intellectual disabilities, learning about money requires tailored teaching strategies that align with their cognitive strengths, learning pace, and real-world experience. Although the process may take time and repetition, with patience, structure, and the right tools, intellectually disabled individuals can gain meaningful understanding and practical money skills.

Understanding that ID is not the same for everyone

Before diving into specific methods, it’s important to recognise that intellectual disability exists on a spectrum. Some individuals may have mild challenges with abstract thinking, while others may require one-on-one assistance for daily tasks. Each learner is unique, and effective teaching begins with an empathic approach, taking into account:

• cognitive and functional abilities
• communication style
• preferred learning methods (visual, auditory, kinesthetic)
• daily life context – how often and in what situations will they be expected to handle money
• level of support – what assistance is offered in the form of family, caregivers, support workers, etc.

The principles that apply when teaching money to intellectually disabled people

Regardless of the learner’s specific needs, a few universal principles apply when teaching money to individuals with intellectual disabilities:

• Use the step by step method – Teach the recognition of coins and paper money, and the naming of those coins and notes. Use flash cards, sorting trays, songs, etc, always teaching the value of each item.
• Make it practical – Learning is most effective when tied to real-life scenarios. Focus on everyday money uses like buying groceries, paying for bus fare, or budgeting for a snack.
• Start concrete, then build toward abstract – Begin with physical coins and notes, then gradually introduce more abstract concepts like budgeting, saving, or digital transactions.
• Use repetition and routine – This is the quickest way to learn. Consistency and repetition reinforce memory and build confidence. Regular practice in familiar settings helps to consolidate learning.
• Always use positive reinforcement – Celebrate small wins. Encouragement, rewards, and acknowledgement keep learners motivated and engaged.

How money is used, budgeted and saved

• Once money is recognised and understood, teach them that money is used to obtain goods or services. A good idea is to create a mock store at home or school, and let the learner “buy” items with coins. Use role-playing: one person is the cashier, the other the shopper. Show how different coins can be combined to make the same amount. A key point to teach is how to give the right amount of money and receive change.
• Make use of technology tools such as apps like “Touch Money” or “Making Change” designed for learners with special needs. Involve your learner in interactive games that involve counting coins or using virtual cash registers.
• As learners grow in confidence, introduce them to the concept of managing money over time. For instance, you can introduce a piggy bank or clear jar to make saving visible and tangible. Or encourage saving for short-term goals – like buying a favourite game or going to the movies. These engagements help learners to make informed spending decisions and avoid impulsive purchases.
• Begin teaching digital by showing how a debit card is used to pay (let them watch you enter a PIN or tap to pay). It’s important to explain that digital money still comes from their savings or account. Always show how much money is left in an account after spending.

The role of caregivers, teachers, and support workers

Teaching money skills is an ongoing process. The involvement of caregivers and educators is crucial in reinforcing these skills outside structured learning environments. Encourage practicing money skills during errands and family activities. Document progress and challenges to adjust learning plans as needed.

Teaching the value of money to intellectually disabled individuals is not only possible – it’s essential. With the right tools, supportive environments, and plenty of encouragement, we can help intellectually disabled individuals make meaningful strides toward financial literacy, however simple or complex their capabilities may be. What matters most is that the individual feels empowered and respected through the process, developing confidence, a sense of independence and dignity.

The story of Sunfield Home

Chris and Lynne Bennett, parents of a young girl with Down Syndrome, pursued their dream of establishing a home for their daughter and other intellectually disabled young adults in the Western Cape. Together with other parents, they founded the Sunfield Home in Wellington, providing a loving and nurturing environment for over 100 residents and day-care adult individuals.

Each individual is screened to evaluate their strengths and allocate activities according to their abilities. A protective workshop has been established where contract work is undertaken, as well as arts and crafts activities. An employment scheme has also been developed and as a result permanent and successful positions have been found within the surrounding wine and cheese industries.

Find out more about us at: www.sunfieldhome.co.za