Intellectual disabilities are a type of "lifespan development disorder." People with intellectual disabilities have problems with intellectual functioning (such as learning, problem solving, and judgement) which results in a low IQ level, as well as adaptive functioning (activities of daily life such as communication and independent living) which results in issues communicating and functioning on a day-to-day basis. This diagnosis is usually found in someone before the age of 18. Intellectual disability is formally known as mental retardation and it affects about 1% of the population.

People with mild intellectual disabilities have an IQ between 50 and 69. They have the highest intellectual and adaptive functioning of those diagnosed with intellectual disabilities. They may take longer to speak and understand, but they are still able to communicate and usually can take care of themselves.

The levels of intellectual disabilities are classified by a person's IQ level.

People with moderate intellectual disabilities have an IQ between 35 and 49. They usually have trouble communicating and can somewhat take care of themselves, but they are likely not able to live alone throughout their lives.

People with severe intellectual disabilities have an IQ between 20 and 34. They typically have issues with motor skills, communicating, learning and taking care of themselves.

People with profound intellectual disabilities have an IQ under 20. They have the lowest intellectual and adaptive functioning of those diagnosed with intellectual disabilities. They are oftentimes immobile and cannot take care of themselves or communicate.

Moderate to Severe Intellectual Disabilities are low incidence, with the likelihood of your classroom's student population having this disability being <1%.

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Unfortunately, due to society's stigma of intellectual disabilities, creating a safe and respectful environment in the classroom is differentiated instruction. This includes: treating students with dignity and respect by keeping facial features and tones of voice calm and free of sarcasm or ridicule, encouraging students to self-advocate by allowing them to make choices and then honoring their choices, removing pain and fear from the classroom by abolishing the use of physical restraints or seclusion, and allowing students access to the peers and activities that all students have access to.

Though people with moderate to severe intellectual disorders often have issues communicating, they oftentimes find a way of doing so that may not be through verbal contact. Aiding the process of developing each student's communication includes observing how they're comfortable communicating and ensuring it's a safe and productive way for learning. After effective communication has been established, work with the student using their individualized communication method. Then, help them to develop that language further by expanding vocabulary and teaching within that new means of communication.

Students with moderate to severe intellectual disabilities do not necessarily learn at the rate of their age or grade level. While grade level content needs to be taught, it should be done so in a way that's appropriate for the child's learning ability. This means formulating an IEP or similar plan with administrators to provide applicable instruction for each individual student who requires these needs.

Students without intellectual disorders are engaged in activities throughout the school day that are purposeful and supportive of their educational experience, with few breaks. Students with moderate to severe intellectual disabilities should be given instruction in the same, systematic way. While the lessons being taught may be on a broader spectrum than those without these specific needs, instruction should still be given consistently throughout the day and with a goal of progressing the student towards an acquisition of a targeted skill.

As with any student, those with moderate to severe intellectual disabilities need regular evaluation, to observe and assess progress, and adjustment, if the student needs a more or less rigorous instruction. This will help support the effectiveness of what is being taught and how, as well as the continuation of differentiated instruction.

Studies also show that autism is four to five times more common among boys than girls. An estimated 1 out of 37 boys and 1 in 151 girls are diagnosed with autism in the United States. ASD is estimated to affect more than 2 million individuals in the U.S. and tens of millions worldwide.
Resource:https://www.autismspeaks.org/what-autism/faq

autistic disorder

pervasive developmental disorder not otherwise specified (PDD-NOS) or “autism spectrum disorders

problems with social interaction with others.

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1. Use Task Analysis –very specific, tasks in sequential order.
   

2. Always keep your language simple and concrete.
   

3. Teach specific social rules/skills, such as turn-taking and social distance.
   

5. Asking a student what you just said helps clarify that you’ve been understood.

8. Give very clear choices and try not to leave choices open ended.
   

9. Using various means of presentation – visual, physical guidance, peer modeling, etc.

10. Allowing some access to obsessive behavior as a reward for positive efforts.
    
    

STEP 1.Preparing to have a student with autism in the classroom

STEP4. Communicating and collaborating with the parents and/or guardians of a student with autism

STEP2. Supporting the inclusive classroom environment

STEP 3. Collaborating with a student’s IEP team

The signs of ASD

Symbols to speech boards for communication

Define classroom areas: Create individual work

Keep daily schedule in one place in classroom

Develop a visual agenda to help the student

Have a recreation area or playground nearby forstudent to let off steam

Identify a home base area to escape classroom stimulation for a while

Seat student in low traffic area of classroom

Face desks away from windows and doors

Designate a home base area to escape classroom stimulation for a while

Teach child when he or she can and cannot use computer; some teachers cover the computer to indicate it’s not time to use it

Teach tolerance to touch

Seat student near open door or open window in rooms with strong smells (art room)

Ask custodians to order and use unscentedAsk custodians to order and use unscented cleaning supplies

Have student use earplugs or comfortable headphones (when appropriate)

Prepare student for sounds (before bell rings, fire drills)