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Students with Intellectual and Developmental Disabilities (characteristics…
Students with Intellectual and Developmental Disabilities
Identify
Assessment on intellectual functioning and adaptive skills
adaptive behavior
AAIDD Diagnostic Adaptive Behavior Scale
Vineland Adaptive Behavior Scales
Medical Factors
health risks for or limitations needed on physical activities, chronic conditions
Eligibility
Does the student’s intelligence, as measured on a formal individual assessment, fall at least 2 standard deviations below the mean? That is, is the student’s measured IQ approximately 70 or below?
Does the student display deficits in adaptive behavior?
Do the student’s characteristics adversely affect educational performance?
characteristics
Cognitive and Academic Characteristics
Intellectual abilities—This dimension captures the traditional means of classification, scores on intelligence tests.
Adaptive behavior—This dimension is the second element of traditional models and considers an individual’s ability to carry out typical, age-appropriate activities.
Health—This dimension includes both physical well-being and mental health; it is not considered in the traditional classification system.
Participation—This dimension encompasses the roles and interactions a person has across home, school, work, and community.
Context—This dimension refers to the personal and environmental circumstances in which a person lives.
avoid labeling
cognitive functioning
memory
generalization
metacognition
motivation
language
social characteristics
adaptive behavior characteristics
communication, self-care, social skills, home living, leisure, health and safety, self-direction, functional academics, community use, work
understanding
cognitive impairment or cognitive disability, or mental impairment, mental disability, or mental handicap
Federal Def
significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
AAIDD Def: (a) conceptual understandings related to literacy, numeracy and reasoning; social proficiency such as interacting appropriately with others and obeying laws; and (c) practical competencies related to self-care and functioning independently
Diagnostic and Statistical manual def: that is, it encompasses conceptual, social, and practical dimensions. Perhaps most significantly, DSM-V stresses the need for comprehensive assessment of this disorder; it specifies that a person’s overall functioning level should be carefully evaluated rather than relying exclusively on the results of intelligence quotient (IQ) testing.
prevelance
0.73% of all children ages 6 through 21
2.5% of the entire population has this disability
boys are thought to have intellectual disabilities at a slightly higher rate than girls (1.5:1).
Causes
Prenatal causes
downs syndrome, fragile X syndrome, prader-willi syndrom, FAS
Phenylketonuria
metabolic disorder
toxoplasmosis
infection caused by a parasite
Perinatal Causes of Intellectual Disability
Postnatal Causes of Intellectual Disability
Encephalitis
Lead Poisoning
Brain Injury
how they receive their education
Early childhood
based in the home and have an emphasis on helping family members learn how best to teach their children
includes an early interventionist who consults with the family, but it also can involve a physical therapist, speech-language pathologist, and other specialists
Elementary and Secondary
LRE
most spend 80% of time in gen ed classroom
High school are generally educated in the special education classroom.
Job coaching
Inclusive practices
traditional thinking
transition to adulthood
foster independence, including planning and using a household budget; searching for and finding employment; using resource tools such as electronic planners, apps to facilitate daily living, and Internet sources; and developing hobbies and recreational skills
recommenced educational practices
Task analysis
universal design for learning
professional’s responsibility is to break into small steps any task or activity—from following classroom rules to using musical instruments to completing a writing assignment—and then teach those steps to students
Peer-Mediated Instruction
perspective of parents and family
Parents’ Reactions to Having a Child with an Intellectual Disability
how they feel
denial, blame, fear, guilt, mourning, withdrawal, rejection, and acceptance
culture differences
Concerns
intensity of impairment,, age, acceptance,
professional interactions
frame interactions with parent perspective in mind.
trends and issues
In schools today
higher expectations, increased accountability
which curriculum
learn with other students with mild adaptions.
high-stakes testing
few students are exempt
Postsecondary Education
High education opportunity
