Mild/Moderate Intellectual Disabilities

Mild/Moderate Intellectual DisabilitiesBy Stephen CrossIntro to Mild/Moderate DisabilitiesDesigned for:Para-ProfessionalsBus DriversSchool employees (Librarians, Custodial workers, Cafeteria workers)AgendaI. Definition

II. Eligibility

III. Characteristics

IV. StategiesDefinitionThere are two different definitions used in the United States today.IDEA 04 (Federal Government)American Association of Mental Retardation (now referred as AAIDD)

Federal Government DefinitionIntellectual Disabilities means significant sub average general intellectual functioning, existing with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs education performance.AAID DefinitionIntellectual Disabilities are a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.Accompanies the AAIDD Def.1. Limitation in present functioning must be considered within the context of community environments typical of the individual's age peers and culture.2. Valid assessment considers cultural and linguistic diversity as well as differences in communication and in sensory, motor, and behavioral factors.3. Within and individual, limitations often coexist with strengths.Accompanies the AAIDD Def. Cont.4. An important purpose of describing limitations is to develop a profile of needed supports.

5. With appropriate personalized supports over sustained period, the life functioning of the person with mental retardation generally will improve. Mild/Moderate IQ RangeMild: IQ range of 50 to 69

Outcomes: Learning difficulties, able to work, contribute to society

Moderate: IQ range of 35 to 49

Some independence in self-care, need support for work and community livingSimple Definition1. Sub-average general intelligence

2. Adaptive behavior impairment

3. Having occurred during the developmental period

4. Must be aversive to students educationSub-Average General IntelligenceSub-Average General Intelligence IQ score is two standard deviations below the mean of an IQ test.

Mean of an IQ test - 100

Standard Deviation 15Students cannot be eligible for services on this requirement alone.Adaptive Behavior ImpairmentAdaptive Behavior: age-appropriate behaviors needed to live independently

Personal HygieneMoney managementSocial skillsPersonal ResponsibilityCharacteristicsMotivationAttentionSociobehaviorAcademicMemoryGeneralization

Poor MotivationMotivation - focuses students attention, emotions, and activity

Repeated Academic Failure = Poor Motivation

Most students motivation is based on external loci of control. Locus of ControlInternal Locus of Control Positive and negative events happen because of individual

External Locus of Control Positive or negative events are beyond their control

External Locus of ControlUnderdeveloped sense of Self-Determination

Learned Helplessness -Belief that failure will crown the most extraordinary efforts

Outer Directedness -Relying on situational or external cues for guidance

What can we do?Set them up for success!

Communicate positive expectations Tell them what you expect of them

Organization Class FoldersWhat can we do? Cont.Create realistic instructional goals What can they do?

Provide Immediate Feedback Be polite, be right, move on

Teach to deal with Failure Everybody falls . . . Getting up is the hard part

AttentionLack of Sustained Attention Cant focus for long-Attention Span

Lack of Selective Attention Dont know what to focus on-DistractibilityAttention StrategiesRemove the excess Get to the point.

Chunking Group liked information together.

Familiar Examples Activate prior knowledge

Attention Strategies Cont. Stress importance Explain why its important

Self-Monitor Teach checklist skills

Provide Frequent breaks Build breaks into lesson plans

Sociobehavior CharacteristicsUnable to read social cues: Students cant pick up on non verbal cues

Easily taken advantage of: Students are desperate to fit in, will do anything

Personal Space: Must be taught personal bubbles

Sociobehavior Characteristics cont.Unaware of inappropriate behavior teach examples and nonexamples

Hyperactive trouble staying calm

Low Self-Esteem result of repeated failures Sociobehavior strategies Practice Practice Practice

Peer Reinforcement Peer buddies, general ed. students

Reinforce appropriate behavior Praise appropriate behavior

Model appropriate behavior

AcademicDelay in acquiring Reading, Math, and Writing skillsProblems with:DecodingComprehensionFluencyMath computations

Academic StrategiesMnemonics for remembering rules

Repeated readings - for fluency

Math - Concrete, Semi-Concrete, and Abstract

Direct Instruction/MLT

MemoryLong Term Same as non-disabled students

Short Term: Lack Selective Attention

Delay in learning sets remembering rules to apply for certain tasks

Problems with Generalization

Memory StrategiesGroup InformationTeach Mnemonics

Acronyms First letter of each word combines to make a word. Ex. HOMES Lake Huron, Ontario, Michigan, Eerie, Superior

Acrostics Every Good Boy Does Fine

GeneralizationDifficulties in performing learned tasks in different setting with different people

Not able to recognize already known skills needed in different settings

Generalization StrategiesPractice skill until mastery

Practice must be realistic

Multiple opportunities

Stress meaningful content

The Vicious Cycle of Intellectual Disability CharacteristicsDue to the sociobehavior characteristics, students feel peer rejection. This causes them to withdraw from others and from engaging in their education.Due to the lack of engagement, the students motivation is decreased which leads to little to no effort and poor gradesThis creates a sense of failure and rejection leading to a vicious cycle

References Mastropieri, M.A, Scruggs, T.E. (2010) The Inclusive Classroom: Strategies for Effective Differentiated Instruction. New Jersey: Pearson Education, Inc.Smith, D.D, Tyler, N.C. (2010). Introduction to Special Education. New Jersey: Pearson Education, Inc.