chapter 8: intellectual disabilities
DESCRIPTION
Intellectual DisabilitiesTRANSCRIPT
Chapter 8: Mild Intellectual Disabilities
Adapted from a presentation by the Wisconsin Department of Public Instruction
Focus Questions How are intellectual disabilities
defined? What are the primary criteria used to
identify students with intellectual disabilities?
What are the major characteristics of students with intellectual disabilities?
What educational practices improve outcomes for students with intellectual disabilities?
IDEA Definition• Significantly sub-average intellectual
functioning• Exists concurrently with deficits in
adaptive behavior• Manifested during the developmental
period• Adversely affects educational
performance
Levels of SupportsThe AAMR recommends identifying students based on levels of supports needed to function effectively:• Intermittent• Limited• Extensive• Pervasive
Eligibility CriteriaThe child must meet the criteria with regard to:
• Intellectual Functioning• Adaptive Behavior• Academic Functioning
Intellectual FunctioningThe child has a standard score of 2 or more standard deviations below the mean (<70) on an individually administered intelligence test• verbal ability• either performance or nonverbal ability
Normal Distribution of IQ Scores
Adaptive BehaviorThe child has deficits in measures of adaptive behavior:• Communication• Self-care• Social skills • Home-living skills• Use of community
resources
• Leisure• Self-direction • Health and Safety • Applying academic
skills• Work
Academic FunctioningIntellectual functioning adversely affects educational performance as shown by achievement tests scores in:• Language• Reading• Writing• Mathematics
creating a need for special education and related services.
Primary CharacteristicsAcademic• Low achievement in all areas• Delayed language development• Basic literacy and functional math
Cognitive• Slow rate of learning• Limited attention• Difficulty remembering• Lack of generalization
Primary CharacteristicsSocial• Trouble understanding social interactions• Difficulty picking up social cues• Problems discriminating between appropriate and inappropriate behavior• Lack of opportunity (in segregated settings)
Educational Practices• Functional vs. general curriculum• Curricular adaptations • Universal Design for Learning• Assistive technology• Direct/systematic instruction• Hands-on “real life” experiences • Social skills instruction• Peer Tutoring
Systematic Instruction• Task Analysis
– Break complex skill into steps– Teach steps using prompting system
• Prompting systems– System of least prompts – Time delay
• Data collected to determine effectiveness