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(Children with) Intellectual Disabilities (Environmental Circumstances…
(Children with) Intellectual Disabilities
Prevalence
rate of less than 1%
Functional Academics
that teach in contexts of skills needed for everyday life
Transitioning to adulthood
employment
community adjustment
Rosa's Law
from "mental retardation" to "intellectual disability"
Identification processes
like intelligence tests
AAIDD definition
as possessing a disability that extensively limits intellectual functioning
limits adaptive behaviors
Environmental Circumstances
maternal malnutrition
fetal alcohol syndrome
rubella
Self-determination
cannot be dependent on their life coach
Early intervention
further the development of children
are explicitly exposed to language and conceptual development
Adaptive Behavior
especially in areas of social intelligence and practical intelligence
Life Skills
also have alternate assessments
are not taught general curriculum
Assessments of progress
that focus on a students academic skills
Self-regulation
Educational considersations
when learning important material regarding academics, community skills, and vocational skills
that include systematic instruction and reinforcement
Person-centered Planning
that is similar to family-centered planning
which focuses more on the individual and not the family
label was changed by
are classified as (in the)
have issues with
have a
may be caused by
like
have major problems with
are taught lessons using
participate in alternate curriculums like
that try to reach
are exposed to
need
are evaluated with
have multiple outlets for
use
that have received
like