Chapter 4 Intellectual Disabilities

Title, EditionISBN

© 2009 Pearson Education, Inc.All rights reserved.

Exceptional Children: An Introduction to Special Education, 9th EditionISBN 013514454X

© 2009 Pearson Education, Inc.All rights reserved.

Chapter 4Intellectual Disabilities

© 2009 Pearson Education, Inc.All Rights Reserved.2

Exceptional Children: An Introduction to Special Education, 9th EditionHewardISBN 013514454X


Definitions of Mental Retardation IDEA definition

Significantly sub-average intellectual functioning Deficits in adaptive behavior Manifested during the developmental period

Three criteria for a diagnosis Significant sub-average intellectual functioning - a score of two or

more standard deviations below the mean on standardized intelligence tests

An individual must be well below average in both intellectual functioning and adaptive behavior

The deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish mental retardation from other disabilities




Definitions of Mental Retardation (cont.) AAIDD 2002 definition

Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.

Four assumptions essential to understanding and appropriately applying the definition

Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers and culture.

Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.

Within the individual, limitations often coexist with strengths. With appropriate personalized supports over a sustained period,

the life functioning of the person with intellectual disability generally will improve.




Identification and Assessment

Assessing Intellectual Functioning Standardized tests are used to assess intelligence

A diagnosis of MR requires an IQ score at least 2 standard deviations below the mean (70 or less)

Important considerations of IQ tests: IQ is a hypothetical construct IQ tests measure how a child performs at one point in time IQ tests can be culturally biased IQ scores can change significantly IQ testing is not an exact science Results are not useful for targeting educational objectives

Results should never be used as the sole basis for making decisions regarding special education services




Assessing Adaptive Behavior Adaptive behavior is the collection of

conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives

Measurement of adaptive behavior has proven difficult because of the relative nature of social adjustment and competence




Characteristics of Students with MR Mild MR

Usually not identified until school age Most students master many academic skills Most able to learn job skills well enough to support themselves

independently or semi-independently

Moderate MR Most show significant delays in development during the preschool

years As they grow older the discrepancies in age-related adaptive and

intellectual skills widens

Severe MR Usually identified at birth Most have significant central nervous system damage Likely to have health care problems that require intensive supports




Characteristics of Students with MR (cont.)

Cognitive functioning Memory

Learning rate Attention Generalization and Maintenance of Learned Skills Motivation Adaptive behavior Self-care and daily living skills Social development Behavioral excesses and challenging behavior




Prevalence and CausesPrevalence During the 2005–2006 school year,

approximately 0.81% of the total school enrollment received special education services in the MR category and 9.6% of the total school-age population

Causes More than 350 causes of MR have been

identified




Biological Causes Prenatal causes include:

Down syndrome Fetal alcohol spectrum disorders Fragile X syndrome Klinefelter syndrome Phenylketonuria Prader-Willi syndrome Williams syndrome

Perinatal causes include: Intrauterine disorders Neonatal disorders

Postnatal causes include: Head injuries Infections Degenerative disorders Malnutrition




Environmental Causes Minimal opportunities to develop early language

Child abuse and neglect

Chronic social or sensory deprivation




Prevention The biggest single preventive strike against MR was the

development of the rubella vaccine in 1962

Toxic exposure through maternal substance abuse and environmental pollutants are two major causes of preventable MR that can be combated with education and training

Advances in medical science have enabled doctors to identify certain genetic influences

Although early identification and intensive educational services to high-risk infants show promise, there is still no widely used technique to decrease the incidence of MR caused by psychosocial disadvantage




Educational ApproachesCurriculum Goals Functional curriculum

A functional curriculum will maximize a student’s independence, self-direction, and enjoyment in school, home, community, and work environments

Life skills Skills that will help the student transition into adult life in

the community Self-determination

Self-determined learners set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals




Instructional Methods Explicit and systematic instruction Task analysis

Active student response

Systematic feedback provided by the teacher

Transfer of stimulus control from prompts to task

Generalization and maintenance

Direct and frequent measurement of student performance




Educational Placement Alternatives During the 2005–2006 school year, 14.1% of

students with mental retardation were educated in the general education classroom

29.1% were served in resource room programs

50.2% were served in separate classes 6.7% of students with mental retardation are

educated in separate schools, residential facilities, or home/hospital environments

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Chapter 4 Intellectual Disabilities