intellectual disabilities show
TRANSCRIPT
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Intelletual DisabilityJames River Special Education
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What is Intellectual Disability?
Intellectual Disability (ID)
affects 1 - 3% of the population;
is not unique to specific racial, ethnic,educational, or economic backgrounds;
is more common in males than in females.
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What Is The Definition of ID?
According to the American Association onIntellectual and Developmental Disabilities(AAIDD) it includes:
significant limitations both in intellectualfunctioning and in adaptive behavior;
IQ test score around (or below) 70 or ashigh as 75
Onset before 18 years of age
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How Prevalent is ID?
Approximately 4.6 million Americans areidentified as ID (1-3%)
Around 575,000 children receive specialeducation services in school.
1 out of every 10 children who need specialeducation has some sort of ID.
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Degrees of Severity
There are four degrees of severity basedon IQ scores.
Mild (IQ = 50 - 70)Moderate (IQ = 35 - 55)Severe (IQ = 20 40)Profound (IQ < 25)
***People of average intelligence score fromabout 85 - 115 on IQ tests.
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The Normal (Bell) Curve
IQ Range of ID
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Mild
Mild ID affects 85% of people with the
disability.They can develop academic skills aroundthe sixth-grade level.They can work and live in the communitywith assistance.Some marry and have children.
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Moderate
About 10% of people with ID are at themoderate level.
They can achieve academic skills up tothe second-grade level.
As adults, most can work at unskilled orsemiskilled jobs with supervision.They are unlikely to live independently.
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Severe3 to 4 % of people with ID are in thesevere range.
Some may learn to talk duringchildhood and develop basic self-careskills.
They can perform simple tasks withclose supervision.They often live in group homes or withtheir families.
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Causes of ID
Genetic abnormalities (DownSyndrome, Fragile X Syndrome, PKU)Prenatal conditions (malnutrition, use ofalcohol or drugs, environmental toxins,infections, diseases)
Problems at birth (premature birth or lowbirth weight, oxygen deprivation)Infectious diseases (measles, chicken pox,whooping cough, encephalitis, meningitis)
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Identification of ID
Observation
Ability andAchievement Testing
Adaptive SkillsAssessment
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Classroom Implications
Students learn at a slower rate thanpeers;
They require more repetition;They need additional time;
They think in concrete terms;
They require hands - on learning; They have impaired social interactionskills;
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More Classroom Implications
Students have impaired language skills(receptive and expressive);
They require assignments or projects tobe task analyzed or broken into smallsteps.
Students need direct instruction; theydont pick things up through observationas peers do.
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What Can Teachers Do?
Remember that you have a tremendousimpact on students;
Accept them as individuals and work tomake them a part ofyour class;
Provide awarenessopportunities forother students;
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What Can Teachers Do?
Provide additional time;
Provide hands - on activities;
Break tasks into smaller components;
Use alternate means of assessing otherthan a test;
Provide word-banks, multiple-choicequestions, etc.
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What Can Teachers Do?
Provide study guides that allow the studentto concentrate on important details;
Highlight key words and phrases;Help the student generalize skills, byallowing skills practice in other
environments;Think survival skills What will the childneed most in the world outside of school?
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What Can Teachers Do?
Provide multisensory learningopportunities.
Provide for work experience or on-the- job training where skills that arelearned can be practiced.
Much of what teachersare asked to do dependson the level of thedisability.
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Resources
www.aaidd.org
www.cec.sped.orgwww.minddisorders.com/Kau-Nu/Mental-retardation.html
www.thearc.org