An Effective Teacher
Considers Individual
DifferencesStudents with Special
Needs
Rose Moonyeen C. CazeñasEDFD 211: Psychological Foundations of
EducationAugust 26, 2009
Students with Special NeedsSome Facts in Special Education: We do not label a child unless the child
has been properly diagnosed If the child has been diagnosed it is
appropriate to identify him as a person first before the diagnosis
When a child is suspected to be different and is recommended for diagnosis, the child does not undergo only one test, which is usually what others may suspect him to have, rather he is given all the tests to eliminate what he does not have and confirm what he has
Some Facts in Special Education: We do not label a child unless the child
has been properly diagnosed If the child has been diagnosed it is
appropriate to identify him as a person first before the diagnosis
When a child is suspected to be different and is recommended for diagnosis, the child does not undergo only one test, which is usually what others may suspect him to have, rather he is given all the tests to eliminate what he does not have and confirm what he has
DSM-IV The Diagnostic and Statistical Manual of
Mental Disorders (DSM), is the primary system used to classify and diagnose mental disorders.
The DSM-IV is the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association.
The Diagnostic and Statistical Manual of Mental Disorders (DSM), is the primary system used to classify and diagnose mental disorders.
The DSM-IV is the 4th edition of the Diagnostic and Statistical Manual of Mental Disorders published by the American Psychiatric Association.
DSM-IV
Three Major components of the DSM
Diagnostic Classification – list of disorders
Diagnostic Criteria - indicate the symptoms to qualify for a diagnosis
Inclusion criteria- what symptoms must be present and for how long
Exclusion criteria- what symptoms that must not be present
Descriptive Text
Three Major components of the DSM
Diagnostic Classification – list of disorders
Diagnostic Criteria - indicate the symptoms to qualify for a diagnosis
Inclusion criteria- what symptoms must be present and for how long
Exclusion criteria- what symptoms that must not be present
Descriptive Text
IEP
This is a legally binding document tailored specifically to a child's special needs
spells out exactly what special education services a child will receive and why
includes the child's classification, placement, services and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists
IEP
This is a legally binding document tailored specifically to a child's special needs
spells out exactly what special education services a child will receive and why
includes the child's classification, placement, services and therapies, academic and behavioral goals, a behavior plan if needed, percentage of time in regular education, and progress reports from teachers and therapists
Individualized Education Plan
Autism
AutismPERVASIVE DEVELOPMENTAL DISORDER
(PDD)
“autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.”
A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior
PERVASIVE DEVELOPMENTAL DISORDER (PDD)
“autistic disorder” is listed as a category under the heading of “Pervasive Developmental Disorders.”
A diagnosis of autistic disorder is made when an individual displays 6 or more of 12 symptoms listed across three major areas: social interaction, communication, and behavior
AutismCHARACTERISTICS OF AUTISTIC DISORDER
(1) Qualitative impairments in social interaction
(2) Qualitative impairments in communication
(3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities
(4) Delays or abnormal functioning
(5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder
CHARACTERISTICS OF AUTISTIC DISORDER
(1) Qualitative impairments in social interaction
(2) Qualitative impairments in communication
(3) Restricted repetitive and stereotyped patterns of behavior, interests, and activities
(4) Delays or abnormal functioning
(5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder
Autism
a. Marked impairment in the use of multiple nonverbal behaviors such as eye-to-eye gaze, facial expression, body postures, and gestures to regulate social interaction.
b. Failure to develop peer relationships appropriate to developmental level.
c. A lack of spontaneous seeking to share enjoyment, interests, or achievement with other people (e.g. by a lack of showing bringing, or pointing out objects of interest).
d. Lack of social or emotional reciprocity.
CHARACTERISTICS OF AUTISTIC DISORDER
(1) Qualitative impairments in social interaction
CHARACTERISTICS OF AUTISTIC DISORDER
(1) Qualitative impairments in social interaction
a. Delay in or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime).
b. In individuals with adequate speech, marked impairments in the ability to initiate or sustain a conversation with others.
c. Stereotyped and repetitive use of language or idiosyncratic language.
d. Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level.
AutismCHARACTERISTICS OF AUTISTIC DISORDER
(2) Qualitative impairments in communication
CHARACTERISTICS OF AUTISTIC DISORDER
(2) Qualitative impairments in communication
AutismCHARACTERISTICS OF AUTISTIC DISORDER(3) Restricted repetitive and stereotyped
patterns of behavior, interests, and activities
CHARACTERISTICS OF AUTISTIC DISORDER(3) Restricted repetitive and stereotyped
patterns of behavior, interests, and activities
a. Encompassing preoccupation with one or more stereotypic and restricted patterns of interest that is abnormal either in intensity or focus.
b. Apparently inflexible adherence to specific, non-functional routines or rituals.
c. Stereotypic and repetitive motor mannerisms (e.g. hand or finger flapping or twisting, or complex whole-body movements).
d. Persistent preoccupation with parts of objects.
AutismCHARACTERISTICS OF AUTISTIC DISORDER
(4) Delays or abnormal functioning
CHARACTERISTICS OF AUTISTIC DISORDER
(4) Delays or abnormal functioning
• social interaction,
• language as used in social
communication, or
• symbolic or imaginative play.
AutismCHARACTERISTICS OF AUTISTIC DISORDER
(5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder
CHARACTERISTICS OF AUTISTIC DISORDER
(5) The disturbance is not better accounted for by Rett’s Disorder or Childhood Disintegrative Disorder
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
Autism
RETT’S DISORDER
Is a distinct neurological condition that begins between 5 and 30 months of age following an apparently normal early infancy Affecting only girls
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
Autism
CHILDHOOD DISINTEGRATIVE DISORDER
Characterized by normal development, followed by manifestation of PDD characteristics between the ages of 3 and 10.
Other symptoms: loss of bladder and bowel control, seizures and very low intelligence quotient.
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
TYPES RETT’S CDD PDD-NOS ASPERGE
R SAVANT
Autism
PDD-NOS
When children display similar behaviors but do not meet the criteria for autistic disorder, they may receive a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS).
Autism
ASPERGER SYNDROME Considered a high functioning
form of autism. More common in boys than in
girls Have difficulty socially Above-Intelligence No delay in cognitive
development, ability take care of themselves, or curiosity about their environment
TYPES RETT’S CDD PDD-NOS ASPERGER SAVANT
TYPES RETT’S CDD PDD-NOS ASPERGER SAVANT
AutismCHARACTERISTICS OF ASPERGER
SYNDROME(1)Qualitative impairments in social interaction(2)Restricted repetitive and stereotyped patterns
of behavior, interests, and activities(3)The disturbance causes clinically significant
impairment on social, occupational, or other important areas of functioning
(4)There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years)
(5)There is no clinically significant general delay in cognitive development (other than social interaction), and curiosity about the environment in childhood
CHARACTERISTICS OF ASPERGER SYNDROME
(1)Qualitative impairments in social interaction(2)Restricted repetitive and stereotyped patterns
of behavior, interests, and activities(3)The disturbance causes clinically significant
impairment on social, occupational, or other important areas of functioning
(4)There is no clinically significant general delay in language (e.g. single words used by age 2 years, communicative phrases used by age 3 years)
(5)There is no clinically significant general delay in cognitive development (other than social interaction), and curiosity about the environment in childhood
TYPES RETT’S CDD PDD-NOS ASPERGER SAVANT
TYPES RETT’S CDD PDD-NOS ASPERGER SAVANT
Autism
SAVANT Despite serious mental or
physical disability have quite remarkable, and sometimes spectacular, talents
Occurs more frequently in males than in females
Skills appear suddenly, without explanation, and sometimes disappear just as suddenly
AutismCATEGORIES OF SAVANT SKILLCATEGORIES OF SAVANT SKILL
SPLINTER SKILLS – the individual possess specific skills that stand in contrast to their overall level of functioning
TALENTED SAVANT – the individual displays a high level of ability that is in contrast to their disability
PRODIGIOUS SAVANT – special skill or ability is so outstanding that it would be spectacular even if it were to occur in a non-handicapped person
SPLINTER SKILLS – the individual possess specific skills that stand in contrast to their overall level of functioning
TALENTED SAVANT – the individual displays a high level of ability that is in contrast to their disability
PRODIGIOUS SAVANT – special skill or ability is so outstanding that it would be spectacular even if it were to occur in a non-handicapped person
AutismTYPICAL SAVANT SKILLSTYPICAL SAVANT SKILLS
Music
Artistic
Calendar Calculating
Other Skills
Music
Artistic
Calendar Calculating
Other Skills
AutismBEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units
BEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units
Tying shoes • Grab one lace in each hand. • Pull the shoe laces tight with a vertical pull.• Cross the shoe laces. • Pull the front lace around the back of the
other. • Put that lace through the hole. • Tighten the laces with a horizontal pull.• Make a bow. • Tighten the bow.
AutismBEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units
BEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units
Tying shoes • Pinch the laces. • Pull the laces. • Hang the ends of the laces from the corresponding sides
of the shoe. • Pick up the laces in the corresponding hands. • Lift the laces above the shoe. • Cross the right lace over the left one to form a tepee. • Bring the left lace toward the student. • Pull the left lace through the tepee. • Pull the laces away from one another. • Bend the left lace to form a loop. • Pinch the loop with the left hand. • Bring the right lace over the fingers and around the loop. • Push the right lace through the hole. • Pull the loops away from one another.
AutismBEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units Picture Schedules – increases one’s
independence by allowing transition between activities and classrooms without assistance
BEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units Picture Schedules – increases one’s
independence by allowing transition between activities and classrooms without assistance
AutismBEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units Picture Schedules – increases one’s
independence by allowing transition between activities and classrooms without assistance
Picture Exchange Communication System (PECS)
BEST PRACTICES Task Analysis - breaking down of tasks into
smaller teachable units Picture Schedules – increases one’s
independence by allowing transition between activities and classrooms without assistance
Picture Exchange Communication System (PECS)
AutismBEST PRACTICES
Task Analysis - breaking down of tasks into smaller teachable units
Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance
Picture Exchange Communication System (PECS)
Structured Teaching (TEACCH)
BEST PRACTICES
Task Analysis - breaking down of tasks into smaller teachable units
Picture Schedules – increases one’s independence by allowing transition between activities and classrooms without assistance
Picture Exchange Communication System (PECS)
Structured Teaching (TEACCH)
AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)
A system to promote independence by organizing - Space Change of activities with
schedules Work study systems to
facilitate learning process
Material organization
Component of Structured Component of Structured Teaching-Teaching-
PHYSICAL STRUCTUREPHYSICAL STRUCTURE
Component of Structured Component of Structured Teaching-Teaching-
PHYSICAL STRUCTUREPHYSICAL STRUCTURE
Physical lay-out of room or space for teaching, working, leisure or living activities
Concept of where activities and functions take place
AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)
Component of Structured Component of Structured Teaching-Teaching-
DAILY SCHEDULEDAILY SCHEDULE
Component of Structured Component of Structured Teaching-Teaching-
DAILY SCHEDULEDAILY SCHEDULE
Tells student sequence of events during the day
Concept of when and what the activity will be
Teaches flexibility
AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)
Component of Structured Component of Structured Teaching –Teaching –
INDIVIDUAL WORK INDIVIDUAL WORK SYSTEMSSYSTEMS
Component of Structured Component of Structured Teaching –Teaching –
INDIVIDUAL WORK INDIVIDUAL WORK SYSTEMSSYSTEMS
Systematic way to inform students of what they should do while in their independent work areas
AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)
Component of Structured Component of Structured Teaching –Teaching –
TASK ORGANIZATIONTASK ORGANIZATION
Component of Structured Component of Structured Teaching –Teaching –
TASK ORGANIZATIONTASK ORGANIZATION
Organization of materials that provides visually clear guidelines on positional relationship between parts and task completion
AutismBEST PRACTICES Structured Teaching (TEACCH)BEST PRACTICES Structured Teaching (TEACCH)
CAUSES OF AUTISMI. Physical Disorder Models
1.1 Brain size and wiring
People with autism have slightly enlarged brain size and different wiring.
1.2 Extreme male brain theory
This theory suggests that Aspergers Syndrome and Autism represent an extreme form of the way in which men’s brain differ from those of women. People with AS excel at systemizing and are less capable of empathizing. This theory explains why there are more incidence of AS/autism in males than in women.
1.3 Other Brain differences
b. Part of the frontal lobes, which enables decision-making and planning, are thicker than normal.
d. Neurons in the amygdala have been found to be abnormal. The amygdala plays the role in emotional arousal, assigning behavioral significance to environmental stimuli and attaching emotional valence to stimuli.
c. The cells in the cerebellum are reduced by 30% to 50%. The cerebellum assists in making predictions about what will happen next in terms of movements, thoughts, and emotions.
1.4 Pre-operational autism theory
It states that people with autism are those who become neurologically impeded at the pre-operational stage of cognitive development, where much of the information processing is a holistic-visual level and largely musical and non-verbal
a. The cells in the limbic system, which regulates emotion and helps with complex learning, are small and more densely packed than that of the normal brain.
CAUSES OF AUTISM
The frontal lobes, home to higher reasoning, are greatly enlarged, due mainly to excess white matter, the brain’s connector cables. The brains of kids who develop autism are growing at an unusual rate by age 2 and have puzzling signs of inflammation.
The amygdala is enlarged. This area plays a role in sizing up threats in the environment and in emotion and social behavior. Its size may be related to the high level of anxiety in autistic people. Research shows their amygdala is activated when looking at faces—as if confronting a threat.
The corpus callosum is undersize. The band of tissue links the left and right hemispheres of the brain. Activity across diverse regions of the brain is poorly coordinated in autistic people, more like a jam session than a symphony
The cerebellum like the frontal lobe is overloaded with white matter. This region plays a key role in physical coordination, motor planning and anticipating events – all can be weak areas for people with autism
Anatomy of an Autistic Brain
The hippocampus is about 10% larger than normal. This area is vital to memory. One possibility is that this structure becomes enlarged because autistic children rely on memory to interpret situations that most people process elsewhere
ADHD
ADHD
CHARACTERISTICS
Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in which a child displays an excessive degree of distractibility, hyperactivity and impulsiveness.
CHARACTERISTICS
Attention Deficit/Hyperactivity Disorder (ADHD) is a behavioral disorder in which a child displays an excessive degree of distractibility, hyperactivity and impulsiveness.
ADHDTYPES Predominantly Inattentive Type or
Attention Deficit Disorder (ADD) - Symptoms are primarily related to inattention. Individual does not display significant hyperactive/impulsive behaviors.
Predominantly Hyperactive-Impulsive Type - Symptoms are primarily related to hyperactivity and impulsivity. Individual does not display significant attention problems.
Combined Type - Individual displays both inattentive and hyperactive/impulsive symptoms.
TYPES Predominantly Inattentive Type or
Attention Deficit Disorder (ADD) - Symptoms are primarily related to inattention. Individual does not display significant hyperactive/impulsive behaviors.
Predominantly Hyperactive-Impulsive Type - Symptoms are primarily related to hyperactivity and impulsivity. Individual does not display significant attention problems.
Combined Type - Individual displays both inattentive and hyperactive/impulsive symptoms.
ADHD
BEST PRACTICES
Modify Teaching Methods
Modify Assignments
Modify Testing and Grading
Modify Level of Support and Supervision
Use Technology
BEST PRACTICES
Modify Teaching Methods
Modify Assignments
Modify Testing and Grading
Modify Level of Support and Supervision
Use Technology
ADHD
BEST PRACTICES
Strategies for the Classroom
BEST PRACTICES
Strategies for the Classroom
ADHDPractical Tips for Teachers
Accept That ADHD Is a Genuine Disorder Focus on Positive Channeling Adjust Your Expectations
Practical Tips for Teachers Accept That ADHD Is a Genuine Disorder Focus on Positive Channeling Adjust Your Expectations
ADHDPractical Tips for Teachers
Give One-Step Directions Ask About the Parents' Method of Discipline Help the ADHD Child "Switch Gears" Slowly React Calmly
Practical Tips for Teachers Give One-Step Directions Ask About the Parents' Method of Discipline Help the ADHD Child "Switch Gears" Slowly React Calmly
Learning Disabilities
DEFINITION Learning disabilities are disorders that
affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.
DEFINITION Learning disabilities are disorders that
affect the ability to understand or use spoken or written language, do mathematical calculations, coordinate movements, or direct attention.
Learning Disabilities
TYPES DYSGRAPHI
A DYSCALCUL
A DYSLEXIA
TYPES DYSGRAPHI
A DYSCALCUL
A DYSLEXIA
Learning Disabilities
DYSGRAPHIA
Is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing
TEACHING INSTRUCTIONS Outline their thoughts Draw a picture Dictate ideas into a tape recorder Practice keyboard skills / use a
computer Practice writing Talk aloud as they write Adjust grading criteria
TEACHING INSTRUCTIONS Outline their thoughts Draw a picture Dictate ideas into a tape recorder Practice keyboard skills / use a
computer Practice writing Talk aloud as they write Adjust grading criteria
Learning Disabilities
the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere tsampleo mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.
the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that was the mewstere tsampleo mowts mowsuk it was vare metereus and unperdekdable.So the next time you drive down a bumby theak of mowtsart.
Learning Disabilities
Learning Disabilities
"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."
"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road is like a song. Each bump in the road is a note. Each bump is uncontrolled at the same time it still is controlled. That was the magic to Mozart's music. It was very mysterious and unpredictable. So the next time you drive down a bumpy road think of Mozart."
TYPES DYSGRAPHI
A DYSCALCULI
A DYSLEXIA
TYPES DYSGRAPHI
A DYSCALCULI
A DYSLEXIA
Learning Disabilities
DYSCALCULIA Is a learning disability in
Math Involves inability to
understand the meaning of numbers their quantities
Cannot understand basic operations of addition and subtraction
May not understand complex problems such as multiplication, division, and more abstract problems
TEACHING INSTRUCTIONS
students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction i.e. IEP
TEACHING INSTRUCTIONS
students with learning disabilities have creative problem solving skills and can achieve well with appropriate specially designed instruction i.e. IEP
Learning Disabilities
TYPES DYSGRAPHI
A DYSCALCULI
A DYSLEXIA
TYPES DYSGRAPHI
A DYSCALCULI
A DYSLEXIA
Learning Disabilities
DYSLEXIA
Is a learning disability characterized by problems in expressive or receptive, oral or written language
Problems may emerge in reading, spelling, writing, speaking, or listening
CHARACTERISTICS OF DYSLEXIA
late to start speaking
Individuals with auditory memory difficulties find it difficult to learn nursery rhymes
can have a language delay and evidence of memory difficulties for following instructions
perceiving the sounds that make up words is a struggle
CHARACTERISTICS OF DYSLEXIA
late to start speaking
Individuals with auditory memory difficulties find it difficult to learn nursery rhymes
can have a language delay and evidence of memory difficulties for following instructions
perceiving the sounds that make up words is a struggle
Learning Disabilities
TYPES OF DYSLEXIA
PHONOLOGICAL ORTHOGRAPHIC MIXED OR
COMBINATION
TYPES OF DYSLEXIA
PHONOLOGICAL ORTHOGRAPHIC MIXED OR
COMBINATION
Learning Disabilities
PHONOLOGICAL DYSLEXIA Related to speech
perception of sound Difficult to manipulate and
integrate the sounds of a language effectively
Unable to segment, analyze speech sounds
Identifiable by phonetically inaccurate misspellings
TYPES OF DYSLEXIA
PHONOLOGICAL ORTHOGRAPHIC MIXED OR
COMBINATION
TYPES OF DYSLEXIA
PHONOLOGICAL ORTHOGRAPHIC MIXED OR
COMBINATION
Learning Disabilities
ORTHOGRAPHIC DYSLEXIA
Also called the surface dyslexia
Related directly to memory and coding skills that allow representation of printed letters and words and not to poor phonological processing
Difficulty in storing mental representations of words
REMEDIAL INSTRUCTIONS
Combination of both Whole Language and Phonic Approaches
Lots of training to help them perceive sounds
Putting words in context
Individualized Approach
Multi-Sensory Approach
REMEDIAL INSTRUCTIONS
Combination of both Whole Language and Phonic Approaches
Lots of training to help them perceive sounds
Putting words in context
Individualized Approach
Multi-Sensory Approach
Learning Disabilities
IMPORTANT TO KNOW
Having a learning disability does not mean that that individual’s ability to learn is below average.
Conventional teaching methods may not be as effective but appropriate interventions may lessen its effects
IMPORTANT TO KNOW
Having a learning disability does not mean that that individual’s ability to learn is below average.
Conventional teaching methods may not be as effective but appropriate interventions may lessen its effects
Learning Disabilities
THIS ENDS MY REPORT
THANK YOU FOR LISTENING!
Rose Moonyeen Cazeñas
CASE STUDY
See report
Mental RetardationDEFINITION
"significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance"
a developmental disability marked by limited intellectual and social functioning.
IQ below 70 and lack of age-appropriate daily living skills
DEFINITION
"significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance"
a developmental disability marked by limited intellectual and social functioning.
IQ below 70 and lack of age-appropriate daily living skills
Mental Retardation
CHARACTERISTICS severe delays in development of cognitive,
communication, social, adaptive, physical, fine and gross motor development, and behavioral skills typically beginning in infancy and early childhood;
significantly below average score on academic, communication, and intelligence assessments;
and significant limitations in two or more adaptive skill areas.
CHARACTERISTICS severe delays in development of cognitive,
communication, social, adaptive, physical, fine and gross motor development, and behavioral skills typically beginning in infancy and early childhood;
significantly below average score on academic, communication, and intelligence assessments;
and significant limitations in two or more adaptive skill areas.
Mental Retardation
ACADEMIC IMPLICATIONS May demonstrate some, all or a
combination of the following characteristics:
2-4 years behind in cognitive development Social Relationships are often impacted Adaptive Skill Implications Weak Confidence Concrete to Abstract thought is often
missing or significantly delayed
ACADEMIC IMPLICATIONS May demonstrate some, all or a
combination of the following characteristics:
2-4 years behind in cognitive development Social Relationships are often impacted Adaptive Skill Implications Weak Confidence Concrete to Abstract thought is often
missing or significantly delayed
Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a
minimum Teach specific skills Use appropriate program interventions
BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a
minimum Teach specific skills Use appropriate program interventions
Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a
minimum Teach specific skills Use appropriate program interventions
BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a
minimum Teach specific skills Use appropriate program interventions
Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task
analysis) and alternative assessment methods.
BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task
analysis) and alternative assessment methods.
Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task
analysis) and alternative assessment methods. Use behavior contracts*
BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies (i.e. task
analysis) and alternative assessment methods. Use behavior contracts*
Mental RetardationBEHAVIOR CONTRACT
The goal
How will the student receive the reward?
What is the consequence?
Time should be clearly stated in the contract
Define who and how the behavior will be monitored
Set a date for reviewing the contract
BEHAVIOR CONTRACT
The goal
How will the student receive the reward?
What is the consequence?
Time should be clearly stated in the contract
Define who and how the behavior will be monitored
Set a date for reviewing the contract
Mental RetardationBEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies and
alternative assessment methods. Teach organizational skills. Use behavior contracts* Be consistent. Be patient!
BEST PRACTICES Use simple, short, uncomplicated sentences Repeat instructions or directions frequently Keep distractions and transitions to a minimum Teach specific skills Use appropriate program interventions Use alternative instructional strategies and
alternative assessment methods. Teach organizational skills. Use behavior contracts* Be consistent. Be patient!