CHAPTER 9 Understanding Students with Intellectual Disability

1. CHAPTER 9Understanding Students with Intellectual Disability October 17, 2012 Judy Maginnis By PresenterMedia.com

2. Intellectual Disability American Association on Intellectual and Developmental Disabilities (AAIDD) definition: 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.

3. Limitations in Intellectual Functioning 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

4. Intelligence is measured by administering tests such as the Wechsler Intelligence Scale for Children - IV • Students with Intellectual Disability have an IQ score approximately 2 standard deviations below the mean or an IQ of 70 on the Wechsler Scale

5. Students with Intellectual Disability typically have impaired functioning that impacts three areas Memory (especially short term memory) Generalization Motivation

6. Limitations in Adaptive Behavior 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”

7. The causes of Intellectual Disability are classified according to Timing and Type • Type • Biomedical • Social • Behavioral • Educational • Timing • Prenatal • Perinatal • Postnatal

8. Determining the presence of Intellectual Disability requires the evaluation of the students intellectual functioning AND Adaptive Behavior Wechsler Intelligence Scale for Children – IV Adaptive Behavior scales AAIDD Diagnostic Adaptive Behavior Scale

9. Designing an Appropriate IEP 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

10. Intensity of Support 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

11. Supplementary Aids and Services • Paraprofessionals adapt materials and assessments and provide direct support in the general education classroom • Assistive technology

12. The IEP needs to include a partnership with students, parents, educators and community agencies and resources to address the transition needs of the student

13. Functional Curriculum To function successfully in their community teachers need to help students master functional skills Applied money concepts Community mobility Time concepts Grooming and self-care Health and safety

14. EFFECTIVE INSTRUCTIONAL STRATEGIES

15. Early Childhood PRELINGUISTIC MILIEU TEACHING

16. Elementary and Middle School Students THE SELF-DETERMINED LEARNING MODEL

18. “Learn it where you need it” “Teach it where you want your students to practice it” Secondary and Transition Students COMMUNITY-BASED INSTRUCTION

19. Accommodations for Assessment Dictating responses to a scribe Having extended time to complete an assessment Having test items read aloud Having test items clarified

20. 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.