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Intelligence refers to a student’s mental capability for problem-solving, thinking abstractly, remembering important information and skills and generalizing knowledge from one setting to another Limitations in Intellectual Functioning
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CHAPTER 9Understanding Students with
Intellectual DisabilityOctober 17, 2012
Judy Maginnis
By PresenterMedia.com
Intellectual Disability
Characterized by significant limitations in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. The disability originates before age 18.
American Association on Intellectual and Developmental Disabilities (AAIDD) definition:
Intelligence refers to a student’s mental capability for problem-solving, thinking abstractly, remembering important information and skills and generalizing knowledge from one setting to another
Limitations in Intellectual Functioning
• Students with Intellectual Disability have an IQ score approximately 2 standard deviations below the mean or an IQ of 70 on the Wechsler Scale
Intelligence is measured by administering tests such as the Wechsler Intelligence Scale for Children - IV
Students with Intellectual Disability typically have impaired functioning that impacts three areas
1.Memory (especially short term memory)2.Generalization3.Motivation
Adaptive behavior “refers to
the collection of conceptual,
social and practical skills
that have been learned by
people in order to function
in their everyday lives”
Limitations in Adaptive Behavior
• Timing
1. Prenatal2. Perinatal3. Postnatal
• Type
1. Biomedical2. Social3. Behavioral4. Educational
The causes of Intellectual Disability are classified according to Timing and Type
Determining the presence of Intellectual Disability requires the evaluation of the students intellectual functioning AND Adaptive Behavior
1)Wechsler Intelligence Scale for Children – IV2)Adaptive Behavior scales3)AAIDD Diagnostic Adaptive Behavior Scale
Students with intellectual disability experience some of the lowest post-secondary outcomes in terms of graduating with a diploma, receiving post-secondary education and being employed after high school
Designing an Appropriate IEP
Intermittent – as needed
Provide supports that enable the student to develop, learn and live effectively
Limited – consistent but time-limited in nature
Extensive – provided on a regular basis in at least some environments
Pervasive – constant, provided across environments
Intensity of Support
Supplementary Aids and Services
Paraprofessionals adapt materials and assessments and provide direct support in the general education classroom
Assistive technology
The IEP needs to include a partnership with students, parents, educators and community agencies and resources to address the transition needs of the student
To function successfully in their community teachers need to help students master functional skills
Functional Curriculum
Applied money
concepts
Community mobility
Time concepts
Grooming and self-
care
Health and safety
EFFECTIVE INSTRUCTIONAL STRATEGIES
PRELINGUISTIC MILIEU TEACHING
Early Childhood
THE SELF-DETERMINED LEARNING MODEL
Elementary and Middle School Students
COMMUNITY-BASED INSTRUCTION
Secondary and Transition Students
“Learn it where you need it”
“Teach it where you want your
students to practice it”
Accommodations for Assessment1.Dictating responses to a scribe
2.Having extended time to complete an assessment
3.Having test items read aloud
4.Having test items clarified
Students with Intellectual Disability are more than twice as likely to spend the majority of their school time outside of the general education classroom than all other students with disabilities combined.