Context of Early Childhood Special Education

Prevalence of Young Children With Special Needs

Prevalence refers to the total number of cases of a particular condition (those with exceptionality (giftedness and talent) and developmental disabilities and impairments.

• Identifiable Prevalence refers to the cases that have come in contact with some systems. The number of children and youth with special needs is derived from census data.

• True Prevalence assumes that there are a larger number of children and youth with special needs who are in school or in the community who have not been identified as such and are not in the special education programs of the Department of Education

• 43.3 % have speech defects• 40.0 % are mute• 33.3 % have mental retardation• 25.9 %are those without one both arms and hands• 16.4 % are those without one or both legs or feet• 16.3 % have mental illness• 11.5 % are totally deaf• 11.4 % are totally blind

• 43.3 % have speech defects• 40.0 % are mute• 33.3 % have mental retardation• 25.9 %are those without one both arms and hands• 16.4 % are those without one or both legs or feet• 16.3 % have mental illness• 11.5 % are totally deaf• 11.4 % are totally blind

 Ecological Perspective on Young

Children with Special Needs

Levels of GiftednessGifted individuals are those who demonstrate

outstanding levels of aptitude (defined as an exceptional ability to reason and learn) or competence (documented performance or achievement in top 10% or rarer) in one or more domains. Domains include any structured area of activity with its own symbol system (e.g., mathematics, music, language) and/or set of sensorimotor skills (e.g., painting, dance, sports).

Level IQ Range PrevalenceMildly (or basically) Gifted 115 - 129 1:6 - 1:44Moderately Gifted 130 - 144 1:44 - 1:1000Highly Gifted 145 - 159 1:1000 - 10,000Exceptionally Gifted 160 - 179 1:10,000 - 1:1 millionProfoundly Gifted 180+ Fewer than 1:1million

Classification of Mental RetardationMental Retardation (MR) refers to substantial

limitations in present functioning. It is characterized by significantly sub- average intellectual functioning, existing concurrently with related limitations in two or more of the following adaptive skills areas: communication, self- care, home- living, social skills, community use, self- direction, health and safety, functional academics, leisure and work.

In American Association on Mental Retardation (AAMR), there are four levels of Mental Retardation that are still widely used today

• Mild MR with IQ scores from 55 to 70• Moderate MR with IQ scores from 40 to 54• Severe MR with IQ scores from 25 to 39,

and• Profound MR with IQ scores below 25

• Intermittent supports are on “as needed” basis, that is, the person needs help only at certain periods of time and not all the time. Support will most likely be required during periods of transition, for example, moving from school to work.

Limited supports are required consistently, though not on a daily basis. The support needed is of a non- intensive nature.

Extensive supports are needed on a regular basis; daily supports are required in some environments, for example, daily home living tasks.

 Pervasive supports are daily extensive supports, perhaps of a life- sustaining nature required in multiple environments.