Chapter 8: Intellectual Disabilities

2,055 views

Published on

Intellectual Disabilities

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,055
On SlideShare
0
From Embeds
0
Number of Embeds
388
Actions
Shares
0
Downloads
38
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Chapter 8: Intellectual Disabilities

  1. 1. Chapter 8:Mild Intellectual Disabilities Adapted from a presentation by the Wisconsin Department of Public Instruction
  2. 2. 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?
  3. 3. IDEA Definition• Significantly sub-average intellectual functioning• Exists concurrently with deficits in adaptive behavior• Manifested during the developmental period• Adversely affects educational performance
  4. 4. Levels of SupportsThe AAMR recommends identifying studentsbased on levels of supports needed to functioneffectively: • Intermittent • Limited • Extensive • Pervasive
  5. 5. Eligibility CriteriaThe child must meet the criteria with regard to: • Intellectual Functioning • Adaptive Behavior • Academic Functioning
  6. 6. Intellectual FunctioningThe child has a standard score of 2 or morestandard deviations below the mean (<70) on anindividually administered intelligence test • verbal ability • either performance or nonverbal ability
  7. 7. Normal Distribution of IQ Scores
  8. 8. Adaptive BehaviorThe child has deficits in measures of adaptivebehavior:• Communication • Leisure• Self-care • Self-direction• Social skills • Health and Safety• Home-living skills • Applying academic skills• Use of community • Work resources
  9. 9. Academic FunctioningIntellectual functioning adversely affectseducational performance as shown by achievementtests scores in: • Language • Reading • Writing • Mathematicscreating a need for special education and relatedservices.
  10. 10. Primary CharacteristicsAcademic • Low achievement in all areas • Delayed language development • Basic literacy and functional mathCognitive • Slow rate of learning • Limited attention • Difficulty remembering • Lack of generalization
  11. 11. Primary CharacteristicsSocial • Trouble understanding social interactions • Difficulty picking up social cues • Problems discriminating between appropriate and inappropriate behavior • Lack of opportunity (in segregated settings)
  12. 12. 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
  13. 13. 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

×