Teaching Students with Intellectual Disabilities

Teaching Students with Intellectual Disabilities

Defined

• Intellectual Disabilities: – Significant limitations both in intellectual

functioning and in adaptive behavior…– Significantly sub-average intellectual functioning

– (www.isbe.net/spec-ed/categories.html)

Adaptive Behavior as related to ID

• Limitations in 2 or more adaptive skill behaviors:– Conceptual:– Social Skills:– Practical Skills:– Leisure and work, academics, health and safety

Etiology• ~ 3 out of 100 people have ID• 613,000 children (6-21 have ID)• Can be genetic based• Can be environmentally based – Fetal Alcohol

Spectrum disorders

• Problems during pregnancy:

• Problems at birth:

• Problems after birth:

Diagnosing ID

• IQ /intellectual functioning: Ability to learn, think, problem-solve

• Ability to live independently (adaptive skills/functioning)

Characteristics of ID

• Delayed motor milestones• Trouble with verbal skills• Trouble understanding social rules• Trouble seeing consequences of actions • Cognitive skills

Characteristics of ID

• Great diversity in intelligence among people with ID

• Learn at slower rate• Achieve less in academics• Severe ID = more difficulties

Levels of Support

Conversion table (p. 375)

Motor Development & ID

• More severe levels of ID = greater delay in achieving motor milestones

Social /Emotional

• Vary greatly• Inappropriate responses• Difficulty understanding expectations

Down Syndrome & CI/ID

Ulrich & Colleagues

Additional reading: Ulrich, D.A. , Ulrich, B.D., Angulo-Kinzler, R. &

Yun, J. (2001)Treadmill training of infants with Down Syndrome: evidence-based developmental outcomes. Pediatrics, 108 (5), 1-7.

Fragile X Syndrome

• First “discovered” in 1969

Fragile X Symptoms

• Cognitive impairments – range from LD to ID• ADD/ADHD• Autistic-like behaviors

Prader-Willi Syndrome

Educational Strategies for students with Intellectual Disabilities

• Task Analysis– Break skill down into smaller pieces– Demonstrate & have student demonstrate

the skill back to you• Behavior Management• Consistency• Choice-making• Give immediate feedback• Peer partners

• Modifications (Mild)– Rules/strategies–Place in less demanding position–Over teach and reinforces

cognitive aspects of tasks–Help other students develop

sensitivity–Slow down the speed of task –

especially if non-competitive

Talking to GPE Students

• “Some kids may not be able to think the same way you do.”

Inclusion Suggestions

• “You can help your classmate by getting them back on task”

• “ You can make sure they are always included in a group.”

• “ All people feel hurt when other kids don’t want them play with them. It doesn’t matter who you are.”