Intellectual Disabilities Show

8/12/2019 Intellectual Disabilities Show

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Intelletual DisabilityJames River Special Education


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What is Intellectual Disability?

Intellectual Disability (ID)

affects 1 - 3% of the population;

is not unique to specific racial, ethnic,educational, or economic backgrounds;

is more common in males than in females.


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What Is The Definition of ID?

According to the American Association onIntellectual and Developmental Disabilities(AAIDD) it includes:

significant limitations both in intellectualfunctioning and in adaptive behavior;

IQ test score around (or below) 70 or ashigh as 75

Onset before 18 years of age


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How Prevalent is ID?

Approximately 4.6 million Americans areidentified as ID (1-3%)

Around 575,000 children receive specialeducation services in school.

1 out of every 10 children who need specialeducation has some sort of ID.


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Degrees of Severity

There are four degrees of severity basedon IQ scores.

Mild (IQ = 50 - 70)Moderate (IQ = 35 - 55)Severe (IQ = 20 40)Profound (IQ < 25)

***People of average intelligence score fromabout 85 - 115 on IQ tests.


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The Normal (Bell) Curve

IQ Range of ID


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Mild

Mild ID affects 85% of people with the

disability.They can develop academic skills aroundthe sixth-grade level.They can work and live in the communitywith assistance.Some marry and have children.


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Moderate

About 10% of people with ID are at themoderate level.

They can achieve academic skills up tothe second-grade level.

As adults, most can work at unskilled orsemiskilled jobs with supervision.They are unlikely to live independently.


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Severe3 to 4 % of people with ID are in thesevere range.

Some may learn to talk duringchildhood and develop basic self-careskills.

They can perform simple tasks withclose supervision.They often live in group homes or withtheir families.


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Causes of ID

Genetic abnormalities (DownSyndrome, Fragile X Syndrome, PKU)Prenatal conditions (malnutrition, use ofalcohol or drugs, environmental toxins,infections, diseases)

Problems at birth (premature birth or lowbirth weight, oxygen deprivation)Infectious diseases (measles, chicken pox,whooping cough, encephalitis, meningitis)


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Identification of ID

Observation

Ability andAchievement Testing

Adaptive SkillsAssessment


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Classroom Implications

Students learn at a slower rate thanpeers;

They require more repetition;They need additional time;

They think in concrete terms;

They require hands - on learning; They have impaired social interactionskills;


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More Classroom Implications

Students have impaired language skills(receptive and expressive);

They require assignments or projects tobe task analyzed or broken into smallsteps.

Students need direct instruction; theydont pick things up through observationas peers do.


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What Can Teachers Do?

Remember that you have a tremendousimpact on students;

Accept them as individuals and work tomake them a part ofyour class;

Provide awarenessopportunities forother students;


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Provide additional time;

Provide hands - on activities;

Break tasks into smaller components;

Use alternate means of assessing otherthan a test;

Provide word-banks, multiple-choicequestions, etc.


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Provide study guides that allow the studentto concentrate on important details;

Highlight key words and phrases;Help the student generalize skills, byallowing skills practice in other

environments;Think survival skills What will the childneed most in the world outside of school?


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Provide multisensory learningopportunities.

Provide for work experience or on-the- job training where skills that arelearned can be practiced.

Much of what teachersare asked to do dependson the level of thedisability.


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Resources

www.aaidd.org

www.cec.sped.orgwww.minddisorders.com/Kau-Nu/Mental-retardation.html

www.thearc.org

Documents

Intellectual Disabilities Show