Presentation Outline• Intellectual Disabilities Definition Limitations Causes Classifications Prevalence Cognitive Development Educational Screening Teaching Strategies

• Fetal Alcohol SyndromeFAS vs. FASDCharacteristicsPrevalenceClassroom ImpactsTeaching Strategies

• Summary The Least You Need to Know

Intellectual Disabilities(aka. Mental Retardation, Developmental Disabilities, Cognitive

Disabilities)

Mental retardation is not something you have, like blue eyes, or a bad heart. Nor is it something you are, like

short, or thin.

It is not a medical disorder, nor a mental disorder.

Mental retardation is a particular state of functioning that begins in childhood (originating before the age of 18)

and is characterized by limitations in:1. Intelligence2. Adaptive skills

Children who are intellectually disabled pass through the same cognitive developmental stages in the same order

and manner as non-disabled children.

They do so, however, more slowly and attain lower levels of achievement. This results in impaired or incomplete

mental development.

Definition

Limitations (part 1)

Intelligence

Since the standard error of measurement for most IQ tests is approximately 5, the ceiling may go up to 75.

IQ = 70-75 or below

(con’t) …

How Is Intelligence Measured in Children?

WISC - IIIWechsler Intelligence Scale for Children (ages 6-16yrs/11 months)

What Does It Do?

• Designed to measure human intelligence as reflected in both verbal and non-verbal (performance) abilities

Description• 13 subtests

Verbal IQ: information, digit span, vocabulary, arithmetic, comprehension, and similarities

Performance IQ: picture completion, picture arrangement, block design, object assembly, coding, mazes, and symbol search

• Takes approximately 50 – 75 minutes to complete(con’t) …

How Is Intelligence Measured in Children?

Results• Verbal IQ

• Performance IQ

• Full Scale IQ

Based on scores from 13 individual subtests

Based on scores from all subtests. Reflects both verbal and performance IQ

“Average” IQ Score

100Tests are standardized in such a way that a score of

100 is considered average and serves as a benchmark for higher and lower scores.

Limitations (part 2)

Adaptive Skills

Conceptual Skills - Receptive and expressive language - Reading and writing - Money concepts - Self-directions

Social Skills - Interpersonal - Responsibility - Self-esteem- Gullibility- Naiveté - Follows rules

- Obeys laws Avoids victimization

Practical Skills - Personal activities of daily living such as eating, dressing, mobility and toileting.

- Instrumental activities of daily living such as preparing meals, taking medication, using the telephone, managing money, using transportation and doing housekeeping activities.

- Occupational skills

- Maintaining a safe environment

Conceptual, social, and practical skills that people have learned so they can function in their

everyday lives.

How Are Adaptive Skills Measured in Children?

Scales

• Adaptive behaviour scales are used to measure adaptive skills in children.

• Many scales are in common use. There is no single, quantifiable, and reliable assessment procedure that exists. Almost all of the scales designed to measure adaptive

behaviour have been criticized.

• They generally consist of lists or inventories of adaptive skills and other behaviours.

• The scales are completed by someone close to the child – a parent, teacher, or primary caregiver.

Causes of Intellectual Disabilities

The causes of mental retardation can be divided into biomedical, social, behavioral, and educational risk factors.

• Educational factors: the availability of family and educational supports that promote mental development and increases in adaptive skills.

• Behavioral factors: harmful behaviors, such as maternal substance abuse (brain damage).

• Social factors: social and family interaction, such as child stimulation and adult responsiveness.

• Biomedical factors: biologic processes, such as genetic disorders or nutrition (infections in pregnancy – syphilis, rubella, herpes, AIDS).

Source: AAIDD (http://www.aaidd.org/Policies/faq_mental_retardation.shtml)

Classifications of Intellectual Disabilities

In the past… (based on IQ range):

1. Mild (55-70)

2. Moderate (40-54)

3. Severe (25-39)

4. Profound (below 25)

NOW… (primarily associated with level of adaptive functioning):

1. Mild

2. Severe

Prevalence

MildApproximately 2 out of every 100 people (2%) of the general population has mild

developmental disabilities

Severe Approximately 1 out of every 1000 people

(0.1%) of the general population has severe developmental disabilities

More than 75% of the mentally disabled population are mildly retarded.

Of Note:

Cognitive Development

… implies orderly changes that occur in the way children understand and cope with their world.

Areas of impact include:

- Learning & Memory

- Academic Achievement

- Communication Development

- Social & Emotional Development

- Behavioural Development

Cognitive DevelopmentLearning & Memory

• Have particular trouble with memory Short term specifically – possibly stemming from an inefficient use of memory strategies, such as rehearsal, subvocalization, and mnemonics

• Do not understand why they are memorizing certain information, in what context the information is meaningful, or how to internalize the structure provided by the teacher

• Find it very hard to select learning tasks and attend to all of their relevant dimensions

• Have difficulty paying attention and keeping on task Are less attentive, spend less time on academic tasks, and more time out of their seats than non-disabled children

• Show difficulties in concept development, especially at abstract levels (i.e. above, always, other, and different)

Students with intellectual disabilities:

Cognitive DevelopmentAcademic Achievement Students with intellectual

disabilities:• Are slower in developing motor and social skills

• Tend to underachieve in academic areas Mildly retarded students achieve about two-thirds of what other children will accomplish in the academic year.

• Will suffer in the subject areas of reading and language arts. Math and arithmetic are not easy for students with mild disabilities.

‘Regular’

students

Students with mild intellectual

disabilities

Elementary

Junior High

High School

Preschool Winzer, 1999

Cognitive DevelopmentCommunication Development Students with intellectual

disabilities:• Acquire language more slowly Typically, their language levels remain below those of non-disabled children and are often below their general mental age.

• Demonstrate delays in sentence length, sentence complexity, and speech sound discrimination

• Find it very hard to select learning tasks and attend to all of their relevant dimensions

• Language problems are not associated to the etiology (cause) of the retardation, but to its severity

• May be delayed in talking, but mutism is rare (for mild intellectual disabilities) Mutism is, however, common among individuals who are severely retarded, as are primitive levels of speech such as babbling and jabbering.

Cognitive DevelopmentSocial & Emotional Development Students with intellectual

disabilities:

• Initiate far fewer social exchanges and tend to engage in shorter sequences of reciprocal interaction

• Do not seem to experience enhanced social competence by merely being physically present in the classroom

• Are generally not well accepted by their non-disabled peers and often have trouble making friends

• Generally have problems with interpersonal relationships, social concepts, emotional instability, and communication

Cognitive DevelopmentBehavioural Development Students with intellectual

disabilities:

• Have a higher rate of behavioural disorders (than their fellow non- disabled students)

• Have difficulties learning needed skills for non-aggressive problem solving, likely resulting in increased frustration and stress

• May demonstrate maladaptive behaviour, which includes both inappropriate behaviours and self-injurious behaviours. It is found across the spectrum of the population of intellectual disabilities but is more common in persons who are severely retarded (and the frequency is extremely variable). Some examples include aggression toward other people and objects, tantrums, meaningless repetitive movements, rocking, hand-waving, and hand-mouthing (finger and hand sucking).

Educational ScreeningMild Intellectual Disabilities

• Many cases are not suspected until children enter school

• Teachers are often the first to recognize that these children have problems and are at the forefront in identifying their needs and referring them for further assessment IQ and adaptive behaviour testing

Severe Intellectual Disabilities • Screening may not take place simply because many of

these children will have overt and obvious problems that were

diagnosed well before school entrance

• Clear-cut organic (identifiable) or psychological signs make it possible to identify them in infancy

General Teaching Strategies

• Help other students understand that equity does not mean sameness

• Teach to students’ levels of intellectual functioning Curriculum should focus on functional skills that will help the student be successful in self-care, vocational (employment), domestic, community, and leisure domains if/when possible.

• Provide concrete examples Provide clear and simple directions. Reiterate instructions frequently.

• Allow the student to bring a drink to class This helps alleviate dry mouth or tiredness that may be caused by medications.

• Provide opportunities for frequent practice Break larger tasks into smaller ones. Repeat each step several times. Allow students to overlearn a concept to facilitate retention.

• Be sensitive to students’ self-esteem Avoid comparisons with other students. Encourage acceptance and tolerance from other students.

(con’t) …

General Teaching Strategies

• Set positive expectations for students’ learning Set goals that maximize learning. Remember that students with developmental disabilities can achieve academically. Include parents when making programming decisions.

• Give students preferential seating Allow the student to choose his/her own seat. Being able to sit near the front or by the door my help them to feel less distracted by other students, and things going on in the classroom.

•Tape Recorder/Notetaker The anxiety of attending class may interfere with effective note taking. Providing a copy of class notes, or recording the class may help to alleviate anxiety. This frees the student to attend and participate more fully in class.

• Exit plan Create a signal of plan with the student if they need to leave class. This may involve having someone come and meet them or designating a safe, supervised area they can go in the school.

Fetal Alcohol Syndrome

FAS vs. FASDWhat’s the difference?

Fetal Alcohol Spectrum Disorder (FASD)

is an umbrella term describing the range of effects that can occur in an individual whose mother drank alcohol during pregnancy.FASD includes conditions such as:• Fetal alcohol syndrome (FAS)• Partial fetal alcohol syndrome (PFAS)• Alcohol-related neurodevelopmental disorder (ARND)• Alcohol-related birth defects (ARBD)

Image: National Organization on Fetal Alcohol Syndrome

http://www.nofas.org/MediaFiles/PDFs/factsheets/everyone.pdf

Characterized by:

brain damage

facial deformities

growth deficits

heart, liver, and kidney defects

Fetal Alcohol Syndrome (FAS)

100% PreventableFAS is a set of physical and mental birth defects that

result when a mother drinks alcohol during her pregnancy.

vision and hearing problems

difficulties with learning, attention, memory, and problem solving

Brain Damage6 Week Old Baby

“Normal” brain “FAS” brain

Image: St. Peter’s Addiction Recovery Centerhttp://www.stpetershealthcare.org/images/fasbrain.jpg

Facial Deformities

Image 1: U.S. National Library of Medicinehttp://www.nlm.nih.gov/medlineplus/ency/images/ency/fullsize/21723.jpg

Image 2: U.S. National Library of Medicine http://www.uic.edu/com/eye/LearningAboutVision/EyeFacts/Images/fetal_alcohol_syndrome.jpg

Image 1

Image 2

Prevalence of FASD

Image: National Organization on Fetal Alcohol Syndrome

http://www.nofas.org/MediaFiles/PDFs/factsheets/everyone.pdf

Students with FAS/FASD

What Teachers Need to Know:

- FAS/FASD students have some degree of brain damage

- May have trouble expressing themselves (be aware of body language and know the warning signs for frustration, sadness, anger and other potentially hurtful emotions)

- Problematic concepts include decision-making, time, impulsiveness and distinguishing between public and private behaviours

- Memory tasks are difficult

- Math skills are difficult

- Be prepared for inconsistent performance, frustration with transitions and the need for individual attention

- Many children experience sensory integration problems (crowds, holding hands, hugs, certain textiles and tags in clothing or seams in socks may induce sensitivity)

FAS/FASD: Classroom Impacts

Common areas of concern in the classroom:

- Distractibility

- Easily Frustrated

- Poor fine and gross motor skills

- Poor attention

- Lack of organizational skills

- Problems with concrete thinking

- Poor peer relations

Teaching Strategies• Place the student near the front of the room for the entire year to help him/her focus

• Allow the student to have short breaks when necessary

• Have them perform one task at a time To ensure understanding, have them repeat instructions. For longer projects, give section deadlines and check on progress.

• Provide a copy of either your or another student’s notes The student may focus more on writing than on the content of the lesson (computer use may be a better way for them to complete assignments).

• Try to defuse behaviour problems – punishments may not always be the best answer Often, a slight bump from a fellow student feels like a push to someone with FAS/FASD. This may result in an outburst or fight.

(con’t) …

Teaching Strategies• Using visuals, concrete examples and hands-on learning makes school easier If one technique is not successful, try something new.

• Encourage success and reward positive behaviour with praise or incentives Positive reinforcement should be immediate.

• Reduce visual and auditory distractions in the classroom Remove hangings from the ceiling, organize bulletin boards and bookshelves so they are uncluttered and close to the door to reduce hallway noise.

• Keep the seating assignment consistent all year long

• Encourage simple assists like the use of a calculator, or a manilla folder placed on the student’s desk to block out distractions

(con’t) …

Teaching Strategies• To verify understanding, have the student explain instructions in his or her own words

• Provide a daily list of homework assignments with a check box next to each assignment

• Post and enforce specific consequences for good and bad behaviour in the classroom Remember that the student’s misbehaviour may be an expression of frustration or lack of understanding.

• Design worksheets with no more than 3 or 4 problems and a lot of white space

• Allow students to use a computer to carry out activities whenever possible Computers provide immediate feedback and unwavering consistency.

• Give directions one step at a time

Review

• Mental retardation is a particular state of functioning that begins in childhood (originating before the age of 18)

• Characterized by limitations in (1) intelligence, and (2) adaptive skills

• Children who are intellectually disabled pass through the same cognitive developmental stages in the same order and manner as non-disabled children.

• They do so more slowly and attain lower levels of achievement. This results in impaired or incomplete mental development.

• Mildly retarded students achieve about two-thirds of what other children will accomplish in an academic year.

• As their teacher, you must be inclusive, knowledgeable, flexible, patient and caring.

The Least You Need to Know

Questions?

Thanks for Listeningpresenter

Natalie Green