Appendix A Sample IEP General CurriculumPresent Level of Academi.docx

Appendix A: Sample IEP: General Curriculum
Present Level of Academic and Functional Performance
Student Name: _Jane Smith_ Date 12/10/15 Pageof Student
Number_99999
The Present Level of Academic Achievement and Functional
Performance summarize the results of assessments that identify
the student’s interests, preferences, strengths and areas of need.
It also describes the effect of the student’s disability on his or
her involvement and progress in the general education
curriculum, and for preschool children, as appropriate, how the
disability affects the student’s participation in appropriate
activities. This includes the student’s performance and
achievement in academic areas such as writing, reading,
mathematics, science, and history/social sciences. It also
includes the student’s performance in functional areas, such as
self-determination, social competence, communication, behavior
and personal management. Test scores, if included, should be
self-explanatory or an explanation should be included, and the
Present Level of Academic Achievement and Functional
Performance should be written in objective measurable terms, to
the extent possible. There should be a direct relationship
among the desired goals including postsecondary goals, the
Present Level of Academic Achievement and Functional
Performance, and all other components of the IEP.
Jane’s Present Level of Performance: Grade 4
Jane is a fourth-grade student who is included in general
education classes with accommodations and supports. A review
of classroom assessments, Standards of Learning Assessments,
and input from parents and teachers indicates that Jane’s
reading comprehension is a weakness. Jane’s strength in reading
includes understanding the meaning of unknown words by
reading the words in context and the application of word
structures (prefix, base words, and suffix). She has difficulty

with higher order thinking skills, such as predicting,
summarizing and making inferences. She is currently receiving
reading instruction in direct instruction intervention curriculum
and is working to improve her reading fluency and applying
comprehension strategies. Even though her decoding skills have
improved, Jane’s reading fluency remains weak and has
adversely impacted her reading comprehension. To ensure that
she can demonstrate her knowledge of science and social studies
content and decrease the impact of the lack of fluency and
inattentiveness to detail, she receives the read aloud
accommodation for these content areas and she has consistently
performed above average in these areas. On the third-grade
science and social studies SOL, she scored above 450.
Jane is functioning two years below grade-level in mathematics.
She knows her addition and subtraction facts, but has not
mastered her multiplication facts. Her knowledge of place value
allows her to successfully compare and order whole numbers,
but due to her abstract reasoning deficit, the concept of
fractions and their use and solving multi-step word problems are
difficult for her. Her third-grade SOL assessment and classwork
indicates that she has strengths in understanding probability and
measuring. Visuals, hands-on experiences and real-life
connections enhance her mathematics performance. In writing,
analysis of her writing samples indicates that she writes simple
sentences with limited descriptive language. Her paragraphs are
under-developed.
Jane is easily distracted and demonstrates inattentive behavior
that impacts her learning. She is distracted by any noise or
movement in the classroom and is able to remain on task and
focused for 20 minutes when monitored by an adult, without
reinforcement. Her inattentive behaviors also impact her
reading comprehension and ability to complete assignments.
Teachers and her parents report that she becomes frustrated
when she makes a mistake. Frequent checks for understanding

by adults eliminate this problem.
(
42
) (
Standards-Based Individualized Education Program (IEP) -
2/22/11 Revised 3/28/16
)
Annual Goals (General Curriculum)
Reading Content Standard:
4.5 The student will read and demonstrate comprehension of
nonfiction.
a) Use text organizers, such as type, headings, and graphics, to
predict and categorize information.
b) Formulate questions that might be answered in the selection.
c) Explain the author’s purpose.
d) Make simple inferences, using information from texts.
e) Draw conclusions, using information from texts.
f) Summarize content of selection, identifying important ideas
and providing details for each important idea.
g) Describe relationship between content and previously learned
concepts or skills.
h) Distinguish between cause and effect and between fact and
opinion.
i) Identify new information gained from reading.
MEASURABLE ANNUAL GOALS (sample):
Student Name: Jane Smith_ Date 12/10/15 Pageof
Student Number_999999
# 1 MEASURABLE ANNUAL GOAL: By the end of the current
school term, using grade-level reading materials and graphic
organizers, Jane will draw conclusions, summarize content,
make inferences and locate evidence from text to support
generalizations with 80 % accuracy on 3 out of 4 collected work
samples.The IEP team considered the need for short-term

objectives/benchmarks.
o Short-term objectives/benchmarks are included for this goal.
(Required for students participating in the VAAP)
x Short-term objectives/benchmarks are not included for this
goal.
(
Criterion-referenced
test:
Norm-referenced
test:
Other:
Observation
Special
Projects
X_

Tests and Quizzes
Written Reports
Classroom
Participation
Worksheet
X_
Classwork
Homework
How will progress toward this annual goal be measured? (check
all that apply)
)
Mathematics Content Standard:
4.2 The student will
a) compare and order fractions and mixed numbers;
b) represent equivalent fractions; and
c) identify the division statement that represents a fraction.
MEASURABLE ANNUAL GOALS (sample):
Student Name _Jane Smith_ Date 12/10/15 Pageof Student
Number_999999
# 2 MEASURABLE ANNUAL GOAL: Using manipulatives,
models and drawings, Jane will be able to compare, order and
represent fractions having denominators of 12 or less with 80 %
accuracy by the end of the third nine weeks.
The IEP team considered the need for short-term

(Required for students participating in the VAAP)x Short-term
objectives/benchmarks are not included for this goal.
(
test:
Norm-referenced
test:
X_
Other:
Student-made graph or
chart
Observation
Special
Projects

X_
Tests and Quizzes
Written Reports
Classroom
Participation
Worksheet
X_
Classwork
Homework
all that apply)
)
Functional Goal (General Curriculum) MEASURABLE
ANNUAL GOALS (sample):
Number_999999
# 3 MEASURABLE ANNUAL GOAL: During daily independent
practice, Jane will self-monitor her frustration level by asking
for help when she does not understand what to do or
comprehend the next step in the directions without teacher
prompting in 3 of 5 situations.
The IEP team considered the need for short-term

(Required for students participating in the VAAP)x Short-term
objectives/benchmarks are not included for this goal.
(
test:
Norm-referenced
test:
X_
Other:
Student-made graph or
chart
Observation
Special
Projects
X_

Tests and Quizzes
Written Reports
Classroom
Participation
Worksheet
X_
Classwork
Homework
all that apply)
)
Progress Reporting Tool:
Student Name _Jane Smith_ Date 2/10/16 Pageof Student
Number_999999
Progress must be reported at least as often as parents of
nondisabled students are informed of their child’s progress.
Progress on this goal will be reported to the parent or adult
student using the following codes. To provide a more detailed
summary of a student’s performance, a narrative summary with
discussion of the evaluation tool is encouraged. Attach
comments using progress report comment form.
By the end of the current school term, using grade-level reading

materials and graphic organizers, Jane will draw conclusions,
summarize content, make inferences and locate evidence from
text to support generalizations with 80 % accuracy on 3 out of 4
collected work samples.
Anticipated Date of Progress Report* 2/5/2016 Actual Date
of Progress Report 2/10/2016
Progress Code * SP
* SP -The student is making Sufficient Progress to achieve this
annual goal within the duration of this IEP.
ES - The student demonstrates Emerging Skill but may not
achieve
IP -The student has demonstrated Insufficient Progress to meet
this annual goal and may not achieve this goal within the
duration of this IEP. (explanation needed)
this goal within the duration of this IEP. NI -The student has
Not been provided Instruction on this goal.
M -The student has Mastered this annual goal.
Sample of Narrative: PROGRESS REPORT COMMENTS,
Continued (This document is optional)
Number_999999
*Goal #_1_ Progress Report Code _SP Jane is currently
accurately drawing conclusions
and summarizing on 75 % of her assignments. She is
consistently using her strategies and independently requesting
the graphic organizers that work for her. Generalizing and

making inferences is still weak with only 65 % accuracy on
classroom assignments and quizzes. We will continue to work
on these skills.
Accommodation/Modification
Student Name _Jane Smith_ Date_12/10/15 Pageof Student
Number_999999
This student will be provided access to general education
classes, special education classes, other school services and
activities including nonacademic activities and extracurricular
activities, and education related settings:
with no accommodations/modifications x_ with the following
accommodations/modifications
Accommodations/modifications provided as part of the
instructional and testing/assessment process will allow the
student equal opportunity to access the curriculum and
demonstrate achievement.
Accommodations/modifications also provide access to
nonacademic and extracurricular activities and educationally
related settings. Accommodations/modifications based solely on
the potential to enhance performance beyond providing equal
access are inappropriate.
Accommodations may be in, but not limited to, the areas of
time, scheduling, setting, presentation and response. The impact
of any modifications listed should be discussed.
ACCOMMODATIONS/MODIFICATIONS (list, as appropriate)
Accommodation(s)/Modification(s)
Frequency
Location7(name of school* )
Instructional Setting
Duration m/d/y to m/d/y
Preferential seating in an area with minimal distractions

Daily
Division school
General classrooms
1/3//2015-
6/5/2016
Read aloud on test in math, science and social studies
Daily
Division school
General classroom
1/3//2015-
6/5/2016
Digital text in social studies and science
Daily
Division school
General classroom
1/3//2015-
6/5/2016
Graphic organizers
Weekly during summarizing activities
Division school
General classroom
1/3//2015-
6/5/2016

7 * IEP teams are required to identify the specific school site
(public or private) when the parent expresses concerns about the
location of the services or refuses the proposed site. A listing of
more than one anticipated location is permissible, if the parents
do not indicate that they will object to any particular school or
state that the team should identify a single school.
Participation in the Statewide Assessment
Name: Jane Smith_ Date_12/10/15 Page_of Student
Number_999999
Test
Assessment Type* Select the appropriate assessment (SOL,
VSEP, VMAST***, VAAP, or Board of Education Approved
Substitute)
Accommodations**
If yes, list accommodation(s)
Reading
x SOL
o Not Assessed at this Grade-level
xYes oNo
Paper/pencil test

Multiple sessions
Math
x VSEP
o Not Assessed at this Grade-level
xYes oNo
Read aloud
calculator
Science
o
x Not Assessed at this Grade-level
oYes oNo
History/SS
o
oYes oNo
Writing
o
oYes oNo
*An IEP team may not exempt a student from participation in a
content area assessment, only determine how the student will be
assessed.
** Accommodation(s) must be based upon those the student
generally uses during classroom instruction and assessment. For
the accommodations that may be considered, refer to
“Accommodations/Modifications” page of the IEP.
***VMAST is no longer available as alternate assessment, but
may be used as a credit accommodation for End-of- Course
Reading and Algebra I for students with a disability scoring 374
or below following two attempts at the corresponding SOL End-
of-Course test.
EXPLANATION FOR NONPARTICIPATION IN REGULAR

STATE ASSESSMENTS: If an IEP team
determines that a student must take an alternate assessment
instead of a regular state assessment, the IEP team must explain
in the space below:
q why the student cannot participate in the regular assessment;
q why the particular assessment selected is appropriate for the
student, including that the student meets the criteria for the
alternate assessments;
q how the student’s nonparticipation in the regular assessment
will impact the child’s promotion; or other matters such as
graduation and diploma options.
x Alternate/Alternative Participation Criteria is attached or
maintained in the student’s educational record. Box must be
checked(parent initials)Date
Due to Jane’s current level of performance in mathematics, even
though she is working toward meeting grade-level expectations
and is receiving grade-level content instruction, she is not
expected to meet
48
2/22/11 Revised 3/28/16
grade-level expectations within the year and is unable to
demonstrate her math knowledge in a multiple choice and
technology enhanced format due to her visual discrimination
weakness.
Refer to the VDOE’s Students with Disabilities: Guidelines for
Assessment Participation.
(
49

) (
2/22/11 Revised 3/28/16
)Least Restrictive Environment - (Service documentation)
Student Name _Jane Smith_ Date _12/10/15_ Page X
of_ _X
Student Number 999999
SERVICES: Identify the service(s), including frequency,
duration and location that will be provided to or on behalf of
the student in order for the student to receive a free appropriate
public education. These services are the special education
services and as necessary, the related services, supplementary
aids and services based on peer-reviewed research to the extent
practicable, assistive technology, supports for personnel*,
accommodations and/or modifications* and extended school
year services* the student will receive that will address area(s)
of need as identified by the IEP team. Address any needed
transportation and physical education services including
accommodations and/or modifications.
Service(s)
Frequency
Location
(name of school **)
Instructional
Setting
Duration
m/d/y to m/d/y
Mathematics
45
minutes/day
5 days/wk

Elementary school
general classroom
1/3/2016-6/1/2016
excluding holidays,
summer breaks
Language arts
45
minutes/day 5 days/wk
Elementary school
general classroom
1/3/2016-
6/1/2016 excluding holidays, summer breaks
* These services are listed on the
“Accommodations/Modifications” page and “Extended School
Year Services” page, as needed.
** IEP teams are required to identify the specific school site
LEAST RESTRICTIVE ENVIRONMENT – (PLACEMENT
document)
Student Name _Jane Smith_ Date _12/10/15_ Page _x of x_
Student ID Number _999999_
(
PLACEMENT CONTINUUM OPTIONS CONSIDERED: (check
all that have been considered):
)No single model for the delivery of services to any population
or category of children with disabilities is acceptable for
meeting the requirement for a continuum of alternative
placements. All placement decisions shall be based on the
individual needs of each student. The team may consider
placement options in conjunction with discussing any needed

supplementary aids and services,
accommodations/modifications, assistive technology/accessible
materials, and supports for school personnel. In considering the
placement continuum options, check those the team discussed.
Then, describe the placement selected in the PLACEMENT
DECISION section below. Determination of the Least
Restrictive Environment (LRE) and placement may be one or a
combination of options along the continuum.
(
q
general education class(es)
q
special class(es)
q
special education day school
q
state special education program/school
q
Public residential facility
q
Private residential facility
q
Homebound
q
Hospital
q
Other
)
PLACEMENT DECISION: General classroom
Based upon identified services and the consideration of least
restrictive environment (LRE) and placement continuum
options, describe in the space below the placement.

Additionally, summarize the discussions and decision around
LRE and placement. This must include an explanation of why
the student will notbe participating with students without
disabilities in the general education class(es), programs, and
activities. Attach additional pages as needed.
Explanation of Placement Decision:
Based on Jane’s present level of performance and her goals in
mathematics and language arts, the IEP team agrees that the
required specialized instruction, supplemental aids and services
to meet her educational needs can be provided in the general
education class in collaboration with the special education
teacher.
Extended School Year Services
P team determined that the student needs ESY
services.
ý The IEP team determined that the student does not need ESY
services. Describe: Jane’sprogress on current goals will not be
significantly jeopardized by the lack of the services beyondthe
normal school term.
Student Name: Jane Smith_ Date_12/10/15
Pageof
Student Number_999999
(
Summarize the IEP team’s discussions and decision about ESY:
Based on current performance
and review of data, Jane‘s performance will not be jeopardized
by the lack of services beyond the normal school term.

Extended Year Services are not required at this time.
)
(
If ESY services are to be provided, identify which goals in the
current IEP will be addressed by the ESY service.
)
Identify the Extended School Year services needed to meet
these goals:
Service(s)
Frequency
Location
(name of school **)
Instructional Setting
Duration
m/d/y to m/d/y
**IEP teams are required to identify the specific school site
Snapshots Videos: ID (mental retardation)
Video Response Form
4 points
Instructions for Activities A-C: Answer all of the questions

below. Make sure to use the texts and class materials to support
your answers. Include intext citation and a single reference
page in APA style (0.75 points) for all vignettes.
A. Carlyn (0.75 points)
1. Will her parents “get over” their fears about having a child
with a disability?
2. Do you think an inclusive kindergarten is an appropriate next
program for Carlyn? Why or why not?
3. How would you help Carlyn transition to her kindergarten
program?
B. Lilly (0.75 points)
1. Identify two of Lilly’s strengths and two of Lilly’s
weaknesses. Relate these to the characteristics of ID discussed
in this class.
2. Identify two strategies presented in this class that were used
in school to support Lilly’s educational and developmental
needs.
3. What level of support will Lilly need to function
independently when she is out of school? Give specifics.
C. Lee (0.75 points)
1. Identify two components of a functional curriculum
implemented for Lee. Any academic components?
2. What activities does Lee engage in that are typical of many
individuals of Lee’s age (age appropriate)?
3. What level of support will Lee need to function
independently? Give specifics.
D. Writing Annual Goals: Give it a Try! (1 point)
1. Every IEP includes several annual goals chosen and shaped
by the IEP team. Review the IEP Process PowerPoint lecture
notes. Also review Figure 2.4 on page 65 of the Heward text.
2. Based on this information given in the Snapshots video, write
one measurable annual goal for one individual, making sure that
it meets the criteria reviewed above in #1 AND meets the legal

requirement specified in IDEA:
(II) a statement of measurable annual goals, including academic
and functional goals, designed to--
(aa) meet the child's needs that result from the child's disability
to enable the child to be involved in and make progress in the
general education curriculum; and
(bb) meet each of the child's other educational needs that result
from the child's disability (IDEA 2004).
3. Use the table below to develop your goal. An example is
provided.
PLAAFP Statement
Goal
Service
Measurement
Kim K. demonstrates a significant deficit in reading
comprehension skills as documented by the XYZ standardized
test. Kim’s reading problems make it difficult for her to
complete grade level work.
Kim K. will improve her reading comprehension scores from
grade level 2.1 to 2.8.
Small group and direct instruction, during the language arts
period.
XYZ standardized test.
4. Then combine the components for your annual goal:
During language arts, given small group, direct instruction, Kim
K. will improve her reading comprehension scores from grade
level 2.1 to 2.8 as measured by XYZ standardized test.
SPED 400/500
Snapshots Videos: Video Response Form Rubric
4 points available

Not Acceptable
(0-2.74 points)
Acceptable
(2.8-3.55 points)
Exemplary
(3.6-4 points)
Snapshots: APA style
Response evidences more than one error in APA (6th ed.) style
citation. (0-0.52 points)
Response evidences APA (6th ed.) style intext (parenthetical)
citations and reference page with no more than a single error.
(0.53-0.67 points)
Response displays correct APA (6th ed.) style intext
(parenthetical) citations and reference page (0.68-0.75 points)
Snapshots: Comprehensiveness/Research Support of Response
Response is vague, brief, incorrect and/or required sources are
missing. (0-1.57 points)
Response fully answers all questions and implied questions.
One of the textbooks been used. (1.58-2.02 points)
Response fully answers all questions and implied questions.
Response is analytical and detailed and an appropriate
additional source has been used. (2.04-2.25 points)Annual Goal
Writing ActivityOne or more goal components is missing. (0-
0.65 points)All goal components are present. (0.6-0.86 points)
All goal components are present and there is a strong linear
alignment between the PLAAFP statement and the annual goal.
(0.88-1 points)
Snapshots: Intellectual Disabilities
Video Transcript

Carlyn
Jana:
When Carlyn was first born that was a really traumatic
experience. Right off we knew that there were problems. First
of all, she wasn’t breathing. When they finally got her
breathing, they began to evaluate her physical appearance and
her other physical abilities and just evaluated right off that
there were probably other problems.
Ray:
The first few months were very horrifying for us. We would
spend a couple hours feeding Carlyn two ounces of milk and
then we would lay her down for about an hour. We just kept
repeating this process twenty-four hours a day. We did this for a
couple of months.
Jana:
That was a very difficult and emotional time. It was
heartbreaking. I can’t explain how you feel inside when there is
something wrong with your baby. Parker and Rachel dearly love
Carlyn. In fact, Parker continues to tell me that Carlyn is his
favorite person in the whole world. He just loves Carlyn and the
interaction between them is very special. They interact with her
very physically. They give her lots of hugs and they roll around
on the floor with her and tickle her and wrestle with her and all
that kind of stuff. Lately they have been going down the stairs
and all kinds of fun things together with her. There is a deep
interaction between them and sometimes I have to kind of calm
it down because it is more physical than anything but they enjoy
being with her and love playing with her.
Pat Bercherer:
When Carlyn came to school it was the first time she had ever
been to an elementary school and it was quite large and I’m sure
frightening for her. She was very leery of even coming in to the
door. She was at first an observer; she never interacted with the
children. Now she is over there right in the middle of them. She
just loves to play cards with the boys. She plays dolls with the
girls. She seems to really enjoy being here. She has very good

role models; she seems to learn from others what they are
doing. The other thing that we have been working on is her
feeding and drinking and at first she was only taking two
swallows of a liquid, either punch or milk. She would take
maybe one bite of a cracker, one bite of toast and do one
swallow and that was it. Now she is drinking a half a glass of
milk, bringing everything to mid line and putting it on the table
without spilling and she is eating an entire cracker and always
raises her hand for more.
Academically we are trying to help Carlyn with some motor
planning, fine motor. That deals with taking pegs in and out of
small little holes, putting things into containers. We are trying
to help her categorize things. We have different shapes, where
she puts the squares, the circles and the triangles into a shape
container which she truly enjoys doing. I think she sees that
first they are there and now they are gone and she is always
looking for them. When Carlyn first came into my classroom I
was very doubtful that she would see much success because she
is one of my more delayed children and now I have done a
complete turnaround because I feel like she is doing really well
in this integrated setting and I feel like it is the least restrictive
environment for her at this time. And as I said before, she uses
all the children around her to learn and she does have good role
models in that area. She has started to talk more and not so
much talking, but making the sounds such as ,”Ba-Ba” and “Ta-
Ta”, which is great because at the beginning she wasn’t saying
anything.
At the beginning, I think, Mom was like myself, was leery of
having Carlyn here because all the other kids were so mobile
and now I think she is excited that she is walking. I try to send
notes home when Carlyn passes a milestone. When she walked
ten feet, we wrote that home and when she took five swallows
of a liquid we sent that home. When she has done some of her
academic things, like putting a puzzle together, or just socially
interacting with the children I try to let Janna know that and
keep in contact with her as much as I can.

I would say she is going to be in this program for another two
years. She is five and then it would really be nice to see her go
into an integrated kindergarten class with services provided for
her at that time if she needs them. I feel like she is just growing
leaps and bounds here. I just love her! I just think she is a neat
little girl and I think she is benefitting from us as much as we
are from her. I’ve seen her grow just in two months, three
months, from a little person that crawls to someone who is now
walking and making an effort to interact with other children. So
I think she is great!
Ray:
Jan and I have had a lot of conversations about Carlyn and one
thing that we have noticed is that one thing that people tend to
treat Carlyn a little differently when they interact with her.
They feel good about it which is o.k. and right, but we want
Carlyn to have the same things that our other children have. We
want people to know that it is normal to talk and interact with
children with disabilities. That it should just be an everyday
occurrence, but I have a lot of faith and hope that Carlyn will
have a bright future to look forward to. I am very grateful. I
think all of us are that we have Carlyn. That really sustains us
at times, because some times are stressful and they are very
difficult, but never the less we are very grateful for Carlyn that
gives us a lot of Joy.
Lilly
Suzanne:
Lily is adopted and she was over two years when we got her and
we were told that she would never talk and might not walk and I
believe I was a little optimistic, I thought, “well with all this
family interaction and all of the verbal things that she will hear.
She will talk” But it has been very arduous and very hard for
her to learn to talk, but she has a really resilient spirit and she
has worked very hard. She has come from really not being able
to say a discernible sound to being able to say words that we

understand. And even sentences. She is saying two or three
word sentences. Lilly is probably closest to Josh and maybe that
is because he is handicapped too. But she seems to be the arms,
as limited as she is, and he directs her and he is the one in
charge of Lilly reading her homework too. She reads the words
to him and he checks it. He reads bedtime stories to her, helps
her point out the words, and helps her get undressed. She just
needs a little bit more direction so Josh helps Lilly.
She is taking on her share of the chores, she has to make her
bed in the morning, and she empties the dishwasher. She is what
we call our errand person because I guess having compensated
for lack of physical mobility; she has a really good memory.
She knows where things go and she knows where things are, so
if things are lost we say, “Lilly, do you know where…?” and
she will always fetch it. So we have just made that one of her
chores.
Not only is she handicapped and black, and adopted, but she has
that drool coming out of her mouth and it turns the other kids
off. So I think as she gets older, medically she will want to look
better so maybe she will close her mouth and it sounds kind of
mean because we are always saying, “Lilly! Watch your drool!
Close your mouth!” We do it because we don’t want her to stand
out in not good ways. My greatest challenge with Lilly is her
inability to focus. If she is directed step by step, she will do it,
but if you leave her on her own she sometimes gets into
mischief. Because she cannot communicate abstract thoughts
and deep thoughts, it is really hard to know if she really doesn’t
get it or if she is just being a knuckle head.
Pam Halladay:
Lilly has been in my classroom now for three years. She came
to me when she was barely five. One of Lilly’s weaknesses is
her attending. And now she can work independently at her desk
for a good 15 minutes. In my classroom we use peer tutors.
Lilly’s tutors are Anita and Amy, they come from 6th grade.
They have been working with Lilly now for two years and what
they do is they come into the classroom and reinforce some of

Lilly’s skills using the computer. The computer is also a
wonderful tool for Lilly to be able to communicate what she is
learning because all she has to do is touch buttons to express
the answers. Anita and Amy have been wonderful peer tutors,
they have benefitted because they both lacked self-confidence
when they first came into our classroom, but now they seem to
be blooming through helping someone else out and that is the
real benefit of peer tutoring.
Lilly understands the meaning of conversation very well. Her
receptive skills are very high, but her difficulty comes in being
able to vocalize back to people. Her articulation skills are very
low and that’s why we use the touch talker. Mrs. Roberts, the
second grade classroom teacher and I have a natural ease with
each-other. We just have chemistry where we are comfortable
with each other. As the children from my classroom go into her
classroom, I find that the students also they have a natural ease
with each other. It’s a really neat chemistry they just blend
together.
Mary Roberts:
The children in the special-ed. Classroom come in and they sit
down mixed in with my class. Lilly is the most popular one,
they all love her neat machine.
Ms. Roberts:
Who can help her find Friday? Ok Patricia, thanks.
Machine:
Friday
Ok, what year is it Lilly?
Student:
Right there
Machine:
1992
Ms. Roberts:
Can you push the numbers that tell us what day of the week it is
Lilly? Can you move so Lilly can see the numbers on the days
of the week? Ok Lilly push the three. All right!
Ms. Roberts:

During the learning center activities there is always one student
from the special ed. class paired with one student from my
class. We have a lot of different centers in my classroom and it
forces them to interact. They really enjoy the interaction with
the children from room seven, the special ed. children. This is
Lilly’s last year within my classroom and I hope for her to go to
her neighborhood school next year. Hopefully to be mainstream
as much as possible with the curriculum adjusted to her needs,
partial participation activities like, she will be doing book
reports at her own level, meeting the requirements of the
classroom but still doing it at her ability level and from there
with her great socialization skills and her persistence, I see her
as being independent in the future, working in a job setting.
Suzanne: I am very optimistic about Lilly’s future, because she
has got such a great spirit and as long as she will keep trying I
can see her living independently. I feel really fortunate to be
associated with Lilly. I just am really thrilled that she is in our
family. The stereotypical thing about a black child coming from
East St. Louis and having a better life, so to speak; well we
don’t look at it like that. We just think; boy are we so lucky to
be able to be around this kid.
Lee
Lee:
First I eat lunch, and then I go catch the UTA bus. Then it takes
me up to my work. I’ve been learning how to ride the bus since
I was a sophomore. Then I get off and go to work.
Ray Cornelsen:
This here is a checklist that we give to the kids when they come
in to work and it has written on here how many cases. I prewrite
the order in order to show them how many cases I want to get
them to get from the back room, which we call our picking area,
for them to bring out on the shelves. And for them to stock the
shelves. Now Lee can’t read but he has learned how to be able
to associate what is written, such as Beef chunks, to what is
written on the cases in the back room and this way he is able to
identify the products that he is then putting on the shelf.

Lee: I stock the shelves.
Kate Tillinghast:
So what we have done is we have used the community for our
curriculum, making a functional curriculum out of shopping ,
banking, and using the UTA bus. Anything that is sort of a
common sense thing that you need to survive, all of the survival
skills of the community.
Lee:
Right now I work over at Motel 6. I work in the laundry room.
Sometimes I fold the towel and once I got to work the washing
machines and that wasn’t that easy.
Lee:
I go around and strip the beds for them. At my school they have
got this weight room. I get to go there and I get to go do it. I go
there every second period and work out. I’ve got somebody over
there to help me.
Teacher:
Does everybody have a calculator? You didn’t bring yours
today? Shoot. Come on up here peer tutors. Corin? Where did
she go?
Lee:
We have a peer tutor and they come in every period to help us
and if we need something they are right there to help.
Tutor:
Well we are asked to sit in the aisles and help them out and
whatever they may be doing, working in their folders, they
count money, they play all sorts of games. We go to the grocery
store. We are just here to aide them.
Lee Sr.:
I think the major thing he has learned is his independence. Of
course he has always been a little independent, but they taught
him how to be independent for himself.
Barbara:
He is a great friend. Everyone who knows him when he walks
down the street says, “Hi Lee!” It’s amazing how many friends
this boy has.

Lee Sr.:
The older people in this area are the same way. They see him
and they make a point to stop and talk to him to see how he is
doing.
Lee:
It is fun being a scout. The only part was getting my eagle,
because that wasn’t that easy to get.
Barbara:
I see Lee doing really well. I would like to see him in an
independent living environment eventually down the road. I am
sure he can handle it with all that he has done at school.
Supports Intensity Scale Need for SIS
Five Trends that Created the Need for the Supports
Intensity Scale
Trend 1: Changes in Expectations for Persons with Disabilities
The expectations for people with intellectual disabilities have
changed dramatically over the
last 50 years. Prior to the 1950s it was accepted as inevitable
that adults with intellectual
disabilities who lacked the skills needed to live independently
and maintain employment
would live life on the margins of society.
Times have changed. Today people with intellectual disabilities
receive supports that enable
them to live in the same communities as their loved ones.
Moreover, since it has been
demonstrated that all people, including people with very
significant functional

limitations, can do meaningful work in community settings, it is
expected that people with
intellectual disabilities are able to work at paid jobs for
community-based employers.
Further, it is now a person’s legal right to access public settings
and services, including
community transportation services and recreational facilities
(Americans with Disabilities
Act, 1990). It is not only realistic to expect people with
intellectual disabilities to live their
lives as full-fledged members of a community, many consider it
to be a failure of the system
when this does not occur.
Multiple factors have contributed to the changes in society’s
perception of what is
possible for people with intellectual disabilities to achieve and
experience during their
lives. Perhaps the most important factor was that people from
different walks of life
successfully challenged prevailing assumptions and questioned
why things could not be
done differently. In the words of George Bernard Shaw, “Some
people look at things as they
are and ask ‘why’? I dream of things that never were, and ask
‘why not’?” As more people
began to dream and ask “Why not community houses? Why not
real jobs? Why not
recreational opportunities that the rest of society seems to
enjoy? Why not ……?”, efforts
were made to provide greater opportunities for community
integration and participation. As
time went on, more positive expectations for the lives of people
with intellectual
disabilities gained prominence. The high expectations were
incorporated into policies and

practices that necessitated the need for practical tools and
strategies that provided for the accurate
identification and meaningful provision of individualized
supports.
Trend 2: Functional Descriptions of Disabilities
The discipline of medicine provided the earliest descriptions of
intellectual disabilities based
on biological anomalies. Sometimes these descriptions were
useful. For example, at one time
mental retardation always occurred in children born with the
amino acid disorder,
phenylketonuria (PKU), but newborn screening and special
dietary restrictions are now very
effective in preventing intellectual disabilities resulting from
PKU. However, most medical
descriptions have proved to be of limited usefulness in assisting
people with intellectual
disabilities to reach meaningful life goals. The medical model’s
emphasis on “curing”
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conditions was not particularly relevant when working with
people whose disabilities could
not readily be treated by medical means.

Functional descriptions of disabilities do not focus solely on
biological characteristics, but
rather on indicators of a person’s performance on tasks that are
required for successful
functioning in contemporary society. Although medical and
functional descriptions can
each provide useful information (e.g., the fact that a person has
strabismus is a medical
description; the fact that a person cannot distinguish figures on
a standardized computer
screen is a functional description), functional descriptions have
proven to be extremely
useful to those seeking answers to questions such as: “What
support does this person
need?” “What skills does this individual need to learn?”, and
“How can the environment be
modified to better accommodate this person’s abilities and
needs?”
Because functional descriptions provide information regarding
ways in which a person’s
current level of skills is matched (or mismatched) with the
demands of the environment,
functional descriptions are useful when identifying and creating
supports that assist an
individual in participating in a variety of settings and activities
(World Health
Organization, 2001). For example, if a person’s competence
limits their ability to do
something that he or she wants to do, such as riding the bus to
work, functional descriptions
may lead to identifying: (a) the specific skills a person needs to
acquire and the strategies
needed to teach the individual these skills; (b) tools (i.e.,
assistive technologies) that an
individual might use to enhance his or her performance in

particular settings or activities; (c)
strategies for modifying the design or the demands of settings
and activities so that
individuals of differing abilities can be accommodated; or (d) a
combination of these
supports. The focus on functional descriptions of disabling
conditions has led to a focus on
identifying supports that enhance a person’s participation and
successful functioning in community
life.
Trend 3: Chronologically Age Appropriate Activities
Previously, many assumed that people with intellectual abilities
had “minds” similar to
those of children. The “developmentally age appropriate
assumption” resulted in tailoring
life activities and experiences to people’s “mental ages.” For
example, adults might be
encouraged to engage in childlike activities (e.g., playing with
toys designed for young
children) as opposed to adult activities. Because they were
considered to be “eternal
children,” an overriding value of the service delivery system
was to provide protection from
life’s unpleasantries; therefore, adults with intellectual
disabilities were not encouraged to
take risks in their lives.
In contrast, the “chronologically age appropriate” perspective
holds that people,
regardless of intellectual abilities or limitations, should have
the opportunity to have life
experiences and engage in activities consistent with their
chronological ages. As this view
gained prominence, it became evident that the life experiences,

attitudes, and behaviors of
adults with intellectual disabilities were very different from
those of children. Moreover,
interacting with people consistent with one’s chronological age
reduced stigmatization and
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afforded individuals greater personal dignity and respect. It was
also found that individuals
with intellectual disabilities were capable of successfully
fulfilling adult roles in society
when provided with proper support. The importance that has
been placed on meeting
chronologically age appropriate needs has focused attention on
developing and delivering supports in
age-appropriate settings.
Trend 4: Consumer-Driven Services and Supports
As services to persons with intellectual disabilities expanded
during the past 50 years,
national, state, and local systems of service delivery emerged.
Although these systems
provided new opportunities to people with disabilities and their
families, often,
“consumers” had to fit in with the “programs” that were offered
in order to receive
assistance. For example, if a person with a disability wanted

assistance in finding and
keeping a job, he or she was compelled to participate in a
service organization’s vocational
“program.” In the best cases, people had some options regarding
various facets of a program
(e.g., options about types of work, where to work, which
coworkers and supervisors with
whom to work). However, in far too many situations there were
no such options and people
with disabilities had to participate in the pre-determined
program or forfeit eligibility with
the sponsoring organization.
In contrast, the consumer-driven approach requires support
providers to tailor supports to
the needs and preferences of the person and his or her family. In
this approach, each
person determines the types of settings and activities in which
he or she wants to participate,
and the onus is on the support provider to collaborate with
people with disabilities and their
families to identify and arrange needed supports. Although
many question the extent to
which the consumer-driven approach has truly gained
prominence in today’s world, the
rapid growth of person-centered planning processes provides
evidence that practices are
changing. Person-centered planning processes (e.g., Personal
Futures Planning, MAPS,
Essential Life-Style Planning, Whole Life Planning) focus on
identifying a person’s
preferences, skills, and goals to establish a vision of life
experiences and conditions that the
person would like to have.
Another indication of the strength of the consumer-driven

approach is the movement
toward providing funding directly to people with disabilities
and their families as
opposed to funding “programs” that are administered by service
provider organizations.
It has been argued that direct funding of organizations
invariably leads to forcing people to
fit into existing programs offered by the organizations. An
alternative being used in many
states is to have funds (e.g., cash or vouchers) go directly to
people, who then have real
leverage to influence the types and intensities of supports
provided because they can shop
for supports that meet their needs.
It is difficult to address effectively an individual’s support
needs unless these needs are
clearly identified and communicated. The movement toward
consumer-driven services and
supports is directly related to the need for tools such as the SIS
that reliably and validly measure
individual support needs.
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Trend 5: Support Networks that Provide Individualized Supports
A change in thinking has also occurred with respect to the
people who provide supports

to individuals with intellectual disabilities and how to best
provide them. The traditional
“caregiver approach” assumed that due to limitations in
adaptive skills, people with
intellectual disabilities needed paid care givers to help with
dressing, grooming, cooking,
etc. Although some people require personal care, the role of
“caregiver” is now perceived as
too narrow to meet the full needs of individuals. That is, there
are many other critical
support needs across a broad range of settings and activities that
should not be ignored.
It has also become clear that people with intellectual disabilities
need support networks
comprised of many individuals who provide many different
types of support. Although
natural supports (i.e., supports that are inherent in the
environment such as coworkers,
neighbors, classmates, bus drivers, and police officers) may not
be sufficient to provide the
full range of supports that many people with intellectual
disabilities require, true
community integration and inclusion will be unattainable as
long as providing support
remains the sole purview of paid staff.
The new “supports paradigm” shifts the focus from caregiving
to investing time in
creating and nurturing support networks; thus, this paradigm
shift redefines, but does not
eliminate the role of paid staff persons. Paid staff persons
should place emphasis on
identifying and developing the capacities of “natural supports”
(i.e., persons who can
provide assistance on a daily basis that is not particularly

intrusive or time consuming, and
who provide similar support to others in the environment).
Support networks offer several
advantages over a caregiver model, including: (a) enhanced
opportunities for individuals to
experience a sense of “social belonging” due to increased
opportunities to establish
meaningful relationships with others; (b) increased number of
people who become
committed to an individual’s success; and (c) increased capacity
among the general
population for including people with disabilities.
The “supports paradigm” holds that supports should follow a
person to whatever settings
the person wants and needs to be in. Supports should not only
be mobile, but should also
be individualized (i.e., tailored to the unique characteristics of
the individual and the
settings). A key premise of the supports paradigm is that
assistance to people with
intellectual disabilities should be provided in settings where the
individual needs and wants
to be. Two key implications of the supports paradigm are: (a)
the need to identify, describe, and
understand people in regard to their pattern and intensity of
support needs; and (b) focusing planning
and service delivery on providing supports that reduce the gap
between an individual’s level of
personal competence and the demands of the settings in which
the person participates.
The Spirit of the Age: The Supports Paradigm
Zeitgeist is a German word meaning “the spirit of the age.”
Based on the trends of the past
several decades, today’s zeitgeist in the field of human services

targeted to persons with
intellectual disabilities can be summarized as follows:
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Because of the mismatch between an individual’s repertoire of
skills and the
demands of the environment, individuals with intellectual
disabilities and closely
related developmental disabilities need support in establishing
networks that
include a wide variety of family members, friends,
acquaintances, and paid
support staff. People in a person’s network need to provide
support that enables
that person to engage in chronologically age appropriate
activities in community
settings that are consistent with his or her personal goals and
preferences.
The five key trends that have been summarized above coalesce
around the concept of
supports. Therefore, there is a need for assessment and planning
processes that: (a) allow for
the reliable and valid assessment of individual support needs;

(b) promote thoughtful
identification of and planning for support provision; (c)
encourage conscientious monitoring
and revision of support plans; and (d) advance public policy and
organizational structures
that enable individual support needs to be addressed in an
efficient and equitable manner.
Although today’s zeitgeist is conceptually appealing, translating
it into practice is
challenging. For example, what if a person wants to be
supported in settings and activities
that are not chronologically age appropriate? In such cases the
chronological age approach
clashes with the consumer-driven approach, and complex issues
must be weighed against
each other to determine which approach takes precedence. What
if resources are not
sufficient to support a person in settings and activities
consistent with his or her personal
preferences? Can a consumer ever be told, “No, it’s not in the
budget” in a consumer-driven
planning process? In a world of finite resources, how does a
planning team decide which
activities and settings are priorities and how does a team
monitor itself to assure that certain
settings and activities are not dismissed simply because they are
relatively expensive or
inconvenient? How can existing service delivery systems and
structures be transformed to
one providing consumer-driven, individualized supports?
While the Supports Intensity Scale and the planning procedures
described in the
accompanying manual do not provide definitive answers to
these questions, they can help

planning teams and organizations better align resources and
strategies that enhance
personal independence and productivity. The SIS and the related
planning processes
promote greater participation in a complex society by people
with intellectual disabilities
and ultimately, improve their quality of life.
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Previously, many assumed that people with intelleIn contrast,
the “chronologically age appropriate�afforded individuals
greater personal dignity and respect. It was also found that
individuals with intellectual disabilities were capable of
successfully fulfilling adult roles in society when provided with
proper support. The importance that has been plA change in
thinking has also occurred with respeIt has also become clear
that people with intellectual disabilities need support networks
comprised of many individuals who provide many different
types of support. Although natural supports (i.e., supports that
are inherent in the environment such as cThe new “supports
paradigm” shifts the focus fromThe “supports paradigm” holds
that supports shoul
THE IEP PROCESS
Step 1: Present Levels of Academic Achievement and

Functional Performance
Step 2: Measurable Annual Goals
Step 3: Special Education Services
Step 4: Progress Monitoring
(Yell, n.d.).
*
STEP 1
Write the Present Levels of Academic Achievement and
Functional Performance Statement (PLAAFP)
(Yell, n.d.).
*
PLAAFP STATEMENT
The PLAAFP statement is a brief, but detailed, description of
all areas of academic achievement and functional performance
that are affected by a student’s disability.
(Yell, n.d.).
Accurate PLAAFP statements provide the starting point for all
decisions regarding a student’s IEP

*
TWO PARTS OF THE PLAAFP
The educational need arising from a student’s disability Effect
on a student’s involvement in the general education curriculum
(Yell, n.d.).
Based on a full and individualized assessment, the IEP team:
determines a student’s unique educational needs to which
special services must be directed and explains the effects of the
student’s disability on his or her learning and involvement in
the general education curriculum.
*
PLAAFP STATEMENT EXAMPLE: ACADEMICS
Jeremy is a fourth grade student with a severe reading problem.
He currently reads at an average rate of 24 words per minute out
of his grade level reading textbook; his peers read at an average
rate of 62 words per minute in the same book. Jeremy’s reading
problems make it difficult for him to work successfully in
general education classes that require him to learn by reading.
(Yell, n.d.).
See the educational need mentioned and the involvement in the
GE curriculum statement?
*

GATHERING DATA
Determine how the student’s academic and functional needs are
discrepant from expected levels of academic and functional
skills. Use:
•Norm-referenced tests; statewide assessments
•Curriculum-based measurement
•Classroom performance information from all teachers
•Intervention results (RTI)
•Observational data
•Behavioral data (i.e. checklists, rating scales, discipline
referrals)
•Functional behavioral assessments
(Yell, n.d.).
*
PLAAFP CAUTIONS AHEAD!!!
(Yell, n.d.).
*
PLAAFP CAUTIONS
•Are the PLAAFPs understandable & clear to everyone on the
team?

•Do the PLAAFPs identify all areas of need?
•Are the PLAAFPs precise enough to lead to measurable annual
goals?
•Do the PLAAFPs describe only the unique needs that will be
addressed in the IEP?
•Do the PLAAFPs lead to an annual goal, special education
service, or both?
(Yell, n.d.).
*
COMMON PLAAFP ERRORS
•Writing vague descriptions of academic and/or functional
needs
•Writing statements that are not related to a student’s disability
•Writing statements based solely on a standardized battery of
tests
•Writing PLAAFP statements that are not individualized
•Using a student’s disability as the PLAAFP statement
(Yell, n.d.).
*
IDEA REGULATIONS (1997)
“There should be a direct relationship between the present
levels of performance and the other components of the IEP.
Thus, if the statement describes a problem with the child’s

reading level and points to a deficiency in reading skills, the
problem should be addressed under both (1) goals and (2)
specific special education and related services provided to the
child.” (Question 36) 54
(Yell, n.d.).
*
STEP 2
Develop the Measurable Annual Goals
(Yell, n.d.).
*
The annual goals tell us
what we expect the student to learn or be able to do in 1 year,
and
how we will know when they have learned or can do it.
(Yell, n.d.).
•Goals should include academic and functional areas, if needed
•Goals should be directed at meeting a student’s needs related
to the disability so he/she may be involved in and progress in
the general curriculum
*

CHARACTERISTICS OF GOALS The essential characteristics
of IEP goals are that they must be measurable and be measured
If a goal is not measurable, it violates the IDEA and may result
in the denial of FAPE (Bateman & Herr, 2006) If a goal is not
measured, that [also] violates the IDEA and may result in the
denial of FAPE (Bateman & Herr, 2006)
(Yell, n.d.).
*
WRITING A MEASURABLE ANNUAL GOAL
Three components of a measurable goal:
1. Target behavior
What do we want to change?
2. Stimulus material or conditions
How will we measure change?
3. Criterion for acceptable performance How we will
know if the goal has been achieved?
(Yell, n.d.).
*
TARGET BEHAVIOR Observable, MEASURABLE, verifiable,

& repeatable
–To write, to read aloud, to initiate interactions NOT
invisible or open to many interpretations
–To understand, enjoy, improve, develop
(Yell, n.d.).
*
CONDITION OR GIVEN
• How you will MEASURE the target behavior?
–The context, materials, or environment
(Yell, n.d.).
*
CRITERION FOR ACCEPTABLE PERFORMANCE
•How you will know when the child has ACHIEVED the goal?
–May be stated in terms of accuracy, speed, quality,
fluency
–Collect data, NOT subjective opinion
*

THE GOOD!!!
In 32 weeks, when presented with a passage from the 2nd grade
reading text, Jeremy will read aloud 48 words per minute with
less than 2 errors.
*
THE BAD!!!
Jeremy will improve written language skills as measured by
increased scores on the language section of WJPB.
*
AND THE UGLY!!!
When required to problem solve on a daily basis, Doug will
reduce by 50% the following behaviors: Abandonment issues,
verbally assaultive, depression, impulsivity, sibling related
difficulty, destroying property, lying, unruly/ungovernable,
difficulty with authoritative figures, hyperactivity, low self
esteem, cruelty to animals, excessive self blame, excessive
anxiety, poor ego strength, poor intellectuality, poor academics,
poor reality contact, excessive aggressiveness, poor social
conformity, poor anger control, excessive sense of persecution,
and excessive resistance as measured by teacher observation.

(Yell, n.d.).
*
SAMPLE ANNUAL GOAL : READING
In 36 weeks, when given a randomly selected grade 4 passage,
Doug will read aloud 84 words correctly in one minute.
(Yell, n.d.).
*
SAMPLE ANNUAL GOAL : WRITING
In 36 weeks, when given a story starter and 3 minutes to write,
Stacey will write 32 correct word sequences.
(Yell, n.d.).
*
SAMPLE ANNUAL GOAL: MATH
In 36 weeks when given a worksheet of 40 randomly selected
multiplication and division problems, Tony will write 58 correct
digit sequences.
(Yell, n.d.).

*
SAMPLE ANNUAL GOAL: BEHAVIOR
In 36 weeks Jeremy will successfully complete 90% of the
homework assigned in his social studies and science classes.
(To be successfully completed, assignments must be 90%
correct.)
(Yell, n.d.).
*
GOAL CAUTIONS
•Are the goals measurable (3 components)?
•Are the goals too broad or vague?
•Do the goals misuse percentages?
•Are the goals ambitious, but realistic?
•Do the goals align with the PLAAFPs/ services?
(Yell, n.d.).
*
STEP 3
Determine the Services that will be Provided
(Yell, n.d.).
*

The service statements are what the LEA will do to help a
student meet his or her goals
(Yell, n.d.).
*
SERVICE STATEMENTS
Service statements answer the question:
What will we do in response to the student’s needs?
•Special education services
•Related services
•Supplementary Services
•Program Modifications
•Special factors (e.g., assistive technology)
(Yell, n.d.).
*
PEER-REVIEWED RESEARCH
IEPs must include “a statement of special education services
and supplementary aids and services based on peer reviewed
research” (IDEA 2004).
Peer-reviewed research and evidence-based practices are
related.
(Yell, n.d.).

*
EXAMPLES OF SERVICE STATEMENTS: ACADEMICS
Jeremy will attend resource room for reading remediation five
days a week for one hour each day. Programming will involve
direct instruction on the five essential elements of reading as
identified by the National Reading Panel
(http://www.nationalreadingpanel.org/).
(Yell, n.d.).
See the reference to EBP and PRR?
*
SERVICE STATEMENT CAUTIONS AHEAD!!!
(Yell, n.d.).
*
SERVICE STATEMENT CAUTIONS Be certain all team
members understand what services will be offered. Be certain
all team members understand the logistics of the services to be
offered. Ensure that services are based on legitimate research.
Ensure that all services are tied to a PLAAFP statement and an
annual goal.
(Yell, n.d.).

*
STEP 4
Monitor the Student’s Progress
(Yell, n.d.).
*
“Progress monitoring is a scientifically based practice that is
used to assess students' academic and functional performance
and evaluate the effectiveness of instruction” (OSEP Center on
Progress Monitoring, n.d.)
(Yell, n.d.).
*
LEGAL REQUIREMENTS FOR PROGRESS MONITORING
Measure a student’s progress toward his/her goal (formative
evaluation) Report a student’s progress to his/her parents
(reporting schedule) Revising the special education program if a
student is not making progress Continue to monitor progress
(Yell, n.d.).
*

PROGRESS MONITORING CAUTIONS AHEAD!!!
(Yell, n.d.).
*
PROGRESS MONITORING CAUTIONS
A data-based method for monitoring student progress is
essential to ensure that a student receives meaningful
educational benefit.
(Yell, n.d.).
*
PROGRESS MONITORING CHECKLIST Was the student’s
progress toward each of his or her goals measured at least as
often as students in general education get report cards? Was a
student’s progress toward the goals reported to his or her
student’s parents at least as often as students in general
education get report cards?
(Yell, n.d.).
*
PROGRESS MONITORING CHECKLIST Was the method of
monitoring progress and the schedule/format for reporting a

student’s progress to his or her parents included in the IEP? If
the data showed that a student might not meet his/her goals,
were needed instructional changes made to the student’s
program and did the teacher continue to monitor progress?
(Yell, n.d.).
*
Checking the IEP
(Yell, n.d.).
*
BRINGING IT ALL TOGETHER
PLAAFP
Goal
Services

Progress Monitoring
(Yell, n.d.).
*
BRINGING IT ALL TOGETHER
PLAFFP
Goal
Services
Jeremy currently reads at an average rate of 24 words per
minute out of his grade level reading textbook; his peers read at
an average rate of 62 words per minute in the same book.
In 32 weeks, when presented with a passage from Houghton
Mifflin Reading Book 2, Jeremy will read aloud 48 words per
minute with less than 2 errors.
Jeremy will be taught the five essential elements of reading as
identified by the National Reading Panel.
Progress Monitoring
(How & When)
Curriculum Based Measurement in reading, twice a week.
(Yell, n.d.).
*

(Yell, n.d.).
*
*
*
Accurate PLAAFP statements provide the starting point for all
decisions regarding a student’s IEP
*
Based on a full and individualized assessment, the IEP team:
determines a student’s unique educational needs to which
special services must be directed and explains the effects of the
student’s disability on his or her learning and involvement in
the general education curriculum.
*
See the educational need mentioned and the involvement in the
GE curriculum statement?
*
*
*
*
*
*
*
•Goals should include academic and functional areas, if needed
•Goals should be directed at meeting a student’s needs related
to the disability so he/she may be involved in and progress in

the general curriculum
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*

See the reference to EBP and PRR?
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Intellectual Disabilities

Models with Down syndrome have been making inroads into
advertising lately as part of ensemble casts in circulars and
catalogs. Now, a 10-month-old Miami girl, Valentina Guerrero,
is fronting a whole campaign from the notable Spanish
swimwear designer Dolores Cortés. Valentina graces the cover
of the new Dolores Cortés USA catalog, and is the face of the
brand's 2013 DC Kids ads. Last Friday, Cortés showed off her
new collection in Miami Beach, and brought Valentina out on to
the runway. Valentina is said to be the first person with Down
syndrome in history to be the main model of a campaign from a
prestigious fashion designer. "People with Down syndrome are
just as beautiful and deserve the same opportunities
*
Idiot
Imbecile
Moron
Feebleminded
Mentally deficient
Mentally Retarded/retard
Tradition?
In any case, as we saw in our first lecture, special ed = mental
retardation in the early years and most of the world has a
concept of what it means, so that’s where we’ll start with the
charac. phase of the class.
Earliest treatment of disabled and mentally ill: ship of fools—
literally taking them to another country or area.

*
*
DEFINITION OF INTELLECTUAL DISABILITYIDEA:
“Significantly subaverage general intellectual functioning
existing concurrently with deficits in adaptive behavior and
manifested during the developmental period that adversely
affects a child’s educational performance.”
This is the most frequently used definitionFrom American
Association on Mental Retardation in 1973, but they’ve come up
with another, more recent definition that they would prefer to be
used. This is one was incorporated into IDEA, however.Why
are definitions important?They define who gets the services
allotted by lawThey can show changes in attitude and policy
over timeAnd sometimes, it means life or death for the person
in a court of law
Atkins v. Virginia
*
See notes
*
IDEA Definition3 key criteria: First: “significant subaverage
intellectual functioning” must exist. Significant= IQ score is 2
or more standard deviations below the mean on standardized

intelligence test. More later…Second: intellectual functioning is
not sole criteria, must also have deficits in adaptive behavior—
life skillsThird: deficits must have appeared during
developmental period of child’s life—not a result of traumatic
brain injury, head injury as an adult.
The other aspect of the definition: “adversely affect child’s
educational performance” is assumed when the child exhibits
the aforementioned subaverage intellectual and adaptive
behavior deficits
Classification by IQ Score
*LevelIQ ScoreMild50-55 to approximately 70Moderate35-40 to
50-55Severe20-25 to 35-40ProfoundBelow 20-25
Classification by IQ score—not desirable but still pervasively
used.
Do you live somewhere where the terms EMR and TMR still
exist? Not accepted now due to implied limitation on student’s
abilities
Educable mental retardation outdated term for mild mental
retardation (EMR).
Trainable mental retardation outdated term for moderate mental

retardation (TMR).
*
AAIDD’s Definition“Intellectual disability is a disability
characterized by significant limitations both in intellectual
functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills. This disability
originates before the age of 18.”
the AAMR, once the AAMD, is now the American Association
of Intellectual and Developmental Disabilities. This is their
updated definition..
This is a slight rewording of their original definition adopted by
IDEA, but with there are some strong perspectives and factors
attached---it considers the individual’s functioning in the
context of his/her present environment and the supports needed
to improve it.
*
Changes in Perspectives about IDChanges in expectations for
people with disabilitiesFunctional descriptions of
disabilitiesChronologically age appropriate activitiesConsumer-
driven services and supportsSupport networks that provide
individualized supports
These trends were cited by the AAIDD as they attempted to
develop a non IQ-based method of classifying people with ID—
the Supports Intensity Scale…

*
Assumptions in Defining and Identifying ID (AAIDD)
*
Levels of Support: from Supports Intensity Scale (AAIDD,
2002)Intermittent: as needed; episodic—for a period of
transition (job loss, medical crisis)Limited: time limited, but
not intermittent—transition to living in group homeExtensive:
usually ongoing, daily involvement, long term support and long
term home living supportPervasive: possibly lifelong, high
intensity, across environments, may be life-sustaining
The SIS is a unique [non IQ-based] tool for assessing and
planning support needs for adults with intellectual and
developmental disabilities. As such, it does not provide
instructional planning for children per se, but can certainly aid
in transition planning and provides a non-IQ based model
emphasizing support.
*
Identification and Assessment: IQ Testing
IQ tests are norm-referenced, standardized tests—test is
administered to a random selection of the population for which

it is intended and conclusions are drawn from the score
distributions…
Show normal curve fig. 4.1 This illustrates the bell-shaped
curve phenomenon.
*
Limitations of IQ ScoresConcept of intelligence is hypothetical
construct.IQ tests measure only performance on items on test, at
one point in time.IQ scores can change significantly.IQ testing
is not an exact science.IQ can be culturally biased.
Intelligence is inferred from observing performance on a test.
We assume someone is intelligent because they can do mazes,
etc.Only measures a small portion of skills and abilities—we
infer their performance will be similar in other
situationsParticularly in the borderline 70 – 85 range and
especially after intensive intervention Standard acceptable error
is 3- 5 points. Scores depend on individual’s motivation; time
& location of the test; inconsistency or bias of the test giver in
scoring responses in judgment areas; selection of test; selection
of edition of testWe’ve covered non discriminatory evaluation—
the Binet and Weschler still favor middle class children, and
because they are primarily verbal, not a good choice for
students w/other primary language
*
Limitations of IQ ScoresIQ scores can never be used a sole
basis for providing or not providing special education
services.Results of IQ tests should never be used for identifying
objectives or designing instruction.
Remember multifactored, nondiscriminatory assessment?Better

to used criterion referenced (curriculum- specific skills) test to
guide instructional objectives We can’t spend time teaching
students how to do mazes and block configurations—teach life
skill instead
IQ is still the single best predictor of academic success,
however.Also remember that IQ is not the only characteristic
needed…
*
Assessing Adaptive BehaviorAdaptive behavior: “the collection
of conceptual, social and practical skills that have been learned
by people in order to function in their everyday lives” (AAIDD,
2015).Critical in determining level of supportCompleted by
someone familiar with the individual
Cover adaptive (eating, toileting, time, money handling,
initiating interactions, following rules) And maladaptive
(inappropriate) behaviors: trustworthiness, self abuse, social
engagement---critical factors in determining needed supports
Sample assessments:
Adaptive Behavior Scale--School
AAIDD Diagnostic Adaptive Behavior Scale
Vineland Adaptive Behavior Scales
Adaptive Behavior Assessment System-II
Adaptive behavior tests suffer the same cultural subjectivity
issues as other assessments—what is considered independent or
acceptable behavior in one culture might not be in another
Plug TTAC—assessment library and site visits
*
CharacteristicsMild IDDifficulty with academicsSocial and

communication skills close to age-appropriate.Likely to become
independent or semi-independent adults.
Children with mild ID may not be identified until academic
tasks become more organized in 2nd or 3rd grade. Most learn
basic academic, vocational and daily living skills well enough
to support themselves independently or semi-independently as
adults.
*
CharacteristicsModerate IDLikely to show significant delays in
preschool years. More likely than those with mild ID to have
health and behavior problems.Severe IDIdentified at
birthAdditional disabilities and/or health problems.
Moderate: discrepancies in intellectual and adaptive
development as compared to age-matched peers widen as child
grows.
Severe and profound identified at birth or shortly afterward—
most have attendant CNS damage and additional disabilities
and/or health problems. We’ll cover severe disabilities later…
*
Characteristics
Cognitive functioning:Learning rate: slowerMemory: difficulty
with short-term and working memory Once skills are committed
to long-term memory, retention as good as others without ID
Learning rate: child with ID may require 20-30 trials to
criterion to learn a skill that a typically developing child

masters in 2-3, but teachers should still use a lively pace for
instruction.Deficits in working memory—(the ability to
remember one item while performing another task) and short
term memory—(the ability to recall and use information that
was just presented) may impair the ability to recall a specific
sequence of job tasks stated a few minutes or hours earlier
without considerable practice. Once information is committed
to long term memory, it is recalled as well an any individual can
do it.Research on teaching of metacognitive strategies (like
rehearsing and organizing info into sets), which individuals
without ID do naturally (like going to the ATM to make a
deposit: got to have the card, the check, try not to go at night,
get cash for lunch, etc.)
*
CharacteristicsAttention: may have attentional problems related
to relevant features of learning taskGeneralization and
maintenance of learning: trouble using skills in different
situationsMotivation: Outer-directed, learned helplessness
Attention: May focus on distracting stimuli and have difficulty
sustaining attention—compounds other learning problems.
Control for distracting stimuli initially and direct student’s
focus to the core goal of the activity—add complexity later.
Selective and sustained attention will improve as skill is gained.
Generalization: What happens automatically in other students
needs to be specifically taught and remains a primary goal
Learned helplessness: After so many failures, they distrust own
responses and rely on others for solutions (outer
directedness)and expect failure. They have low expectations for
themselves. Self determination training helps—see figure 4.2.

*
Characteristics
Adaptive behavior:Self-care and daily living: dressing, eating
and hygiene; self-managementSocial relationships: appropriate
social and interpersonal skillsBehavioral excesses and
challenging behaviorPositive attributesMeet Mary Warm
SC: Dressing, etc. for those requiring extensive support; self-
determination skills training to reach level of independent
living for those with requiring less support
Social: Making and sustaining appropriate relationships: teach
skills like maintaining personal distance, not interrupting,
staying on topic and making eye contact; Also learning how not
to be taken advantage of!
Behavioral: Difficulty accepting criticism, limited self control,
aggression, self-injury, sometimes attached to syndromes like
Prader-Willi, pica or comorbid psychiatric diagnosis—dual
diagnosis cases. Mental health problems are comorbid and need
further research
Positive attributes: highly individual personalities; tenacity;
curiosity; high social motivation and positive models for those
around them.
*
PrevalenceAbout 0.78 - 1.27% of the general population6.7% of
students (ages 3 – 21) receiving special education (USDOE,
2014)
5th largest IDEA category

Original estimates of 2.3% were based on the normal curve—
why isn’t this correct? (must be IQ and concurrent adaptive
deficits)
Varies from state to state and district to district, based on
differing criteria for identification, changing definition of ID,
Generally, there is a stigma—learning disabilities can be
overcome with support, but intellectually disabled is forever…
No process for identification once student leaves high school
*
Causes
Biomedical Causes2/3rd of severe forms have specific
biological etiology.Most common biomedical causes of ID are
Down syndrome and fragile X syndrome. See Table 4.2 for full
descriptions.
There are more than 350 risk factors associated with ID. In
35% of the cases, there is a genetic cause; another ~33%
involves external trauma or toxins and the etiology is unknown
in the remainder.
This categorization by the AAID characterizes disorders in
which ID may occur by when they appear: prenatal, perinatal or
postnatal. These causal factors can further be categorized as
bio-medical or environmental
See Figure 4.3 and Table 4.2 for full information.
*
Causes
Environmental CausesPsychosocial disadvantageIntellectual

disability of cultural/familial origin
While there is no direct evidence that proves that social and
environmental deprivation cause ID, researchers believe that
these influences cause many cases of mild ID. Book uses the
term psychosocial disadvantage for limited opportunities to
develop early language, child abuse and neglect, chronic social
or sensory deprivation, poverty as causal factors
*
Etiological Risk Factors
Prenatal (before birth)
View all of Figure 4.3 on p.
122BiomedicalSocialBehavioralEducationalChromosomal
disordersPovertyParental drug useParental ID w/o
supportsSingle gene disordersMaternal malnutritionParental
alcohol useLack of preparation for
parenthoodSyndromesDomestic violenceParental
smokingMetabolic disorders...No prenatal careParental
immaturity
Discuss why these are called “risk factors” rather than proven
causal factors, i.e., not all children who were abandoned may
test as ID: “Because intellectual disability is characterized as
impaired functioning, its etiology is whatever causes impaired
functioning.” (AAIDD, 2010, as cited in Heward). When ID is
diagnosed, often one or more of these traits or characteristics is
evident.

Focus on:Prader-Willi Syndrome
*Weight gain between 1 - 6 years of ageDistinctive facial
featuresGlobal developmental delay before age 6; mild to
moderate intellectual disability or learning problems in older
children Hyperphagia/food foraging/obsession with food
Infants and young children with PWS are typically happy and
loving, and exhibit few behavior problems. Most older children
and adults with PWS, however, do have difficulties with
behavior regulation, manifested as difficulties with transitions
and unanticipated changes. Onset of behavioral symptoms
usually coincides with onset of hyperphagia (although not all
problem behaviors are food-related), and difficulties peak in
adolescence or early adulthood. Daily routines and structure,
firm rules and limits, "time out," and positive rewards work best
for behavior management. Psychotropic medications—
particularly serotonin reuptake inhibitors, such as fluoxetine
and sertroline—are beneficial in treating obsessive-compulsive
(OCD) symptoms, perseveration, and mood swings. Depression
in adults is not uncommon.
http://www.pwsausa.org/syndrome/basicfac.htm
Focus on:Fragile X SyndromeMales and females can be carriers
or have the full mutationFull mutation = distinct facial
characteristicsEducational problems range from ADHD, LD,
anxiety to ID
*
One of the most common genetic causes of ID. Autistic-like
behavior.

Focus on:Fetal Alcohol Spectrum Disorder
Ranges from:Fetal alcohol effect (FAE) Fetal alcohol syndrome
(FAS)Alcohol-related Neurodevelopmental Disorder (ARND)
*
FAE: no characteristic cranio-facial abnormalities, but
hyperactivity and learning problems
FAS: characteristic craniofacial abnormalities, ID, sleep
disturbance, aggression, conduct disorder, hyperirritability
ARND: range of neurodevelopmental problems, including
cognitive problems,
*
Perinatal (during birth)
122BiomedicalSocialBehavioralEducationalPrematurityLack of
access to birth careLack of parental caretakingLack of referral
for intervention servicesBirth injuryParental abandonment
Neonatal disorders
See Figure 4.3 and Table 4.2 for full information.
*
Postnatal (after birth)

122BiomedicalSocialBehavioralEducationalTraumatic brain
injuryImpaired child caregiverChild abuse and neglectImpaired
parentingMalnutritionLack of adequate stimulationDomestic
violenceDelayed diagnosisMeningoence-phalitis…Family
poverty…Inadequate safety measures…Inadequate early
intervention…
Juniper Gardens Children’s Project
*
*
PreventionRubella vaccineParental screening/diagnostic tests
for genetic influencesNewborn screeningEducation and
trainingEarly intervention
Rubella: vaccine—dev. in 1962. When rubella (German
measles) is contracted within the 1st 3 months of pregnancy, it
causes severe damage in 10-40 % of newbornsNoninvasive
screening: ultrasound/Alphafetoprotein test (can detect Down
syn. & spina bifida). Diagnostic: amniocentesis or Chorionic
Villus Sampling (can be done sooner than amnio) Genetic
counseling for parents with at-risk backgroundsNewborn

screens: Phenylketonuria and other metabolic disorders can be
detected with simple blood test and treated.Education: to
combat maternal substance abuse and expose to environmental
pollutants like leadEI: best defense for those at risk to develop
intellectual disability from psycho-social disadvantage
*
Educational Approaches: Curriculum Goals
Academic Curriculum:Meaningful academicsHigh expectations
in general education curriculum for students with mild
intellectual disabilitiesUse actual materials to teachUse lots of
drill and practice
We have almost 200 years of experience educating individuals
with ID—and WE’VE learned a lot! Your book recounts the
history on p. 126
Conduct an ecological inventory to find what skills are needed
now and in the future:
Writing: Making a grocery list
Reading: a bus schedule
Arithmetic: making sure that you got the correct change
Traditional academic skills can be functional—learning rock
types can be functional for a student who is a rock collector
Functional academics: Ask, “Will the student need it when he or
she is 21?”
*
Curriculum Goals

Functional curriculum:Teaches skills that lead to independence,
self-direction and enhancement of daily life.Life skills: Teach
personal independenceSelf-determination: (set goals, implement
course of action, evaluate performance, and make necessary
adjustments to meet goal)
Life skills: especially critical at middle and high school ages.
Several established curricula to do this. Life Skills Instruction
Curricula
Self determination: acquiring the skills to take control of one’s
life. Ex: wants to be student of the week: be on time, turn in all
work, ask for help if not clear on directions. 4 step process:
“What is the problem?”, “What can I do about it?,” “Did that fix
the problem?”& “Did I meet my goal?”
Heward’s research on “recruitment training” positively
recruiting teacher attention 2 –3 times in a learning session got
more praise and work was more accurate—combats learned
helplessness—p.144
Teaching in context—a teacher of students with MR may spend
1 – 2 days a week in the community with her students, teaching
skills in the context that they will be used.
Show sequence from Instructional Strategies video
*
Instructional MethodsTask analysis--breaking tasks into simpler
sub-tasksActive student response--observable response to
instructional antecedentSystematic feedback--Change focus and
timing as learning progresses (see Figure 4.6)

Task analysis: teaching 2 students with severe ID to use a pay
phone to call home. 17 steps—researchers established time
goals for each step by timing 2 adults with disabilities as they
completed the task . Figure 4.5 gives a data collection sheet on
a preschool student’s morning arrival routine for example.
ASR: AKA opportunity to respond—virtually any appropriate
response to instruction results in more learning than instances
in which there is no observable response. Acceptable responses
are: words read, problems solved, questions answered, stitches
sewn, etc.
Feedback: Use in first learning (acquisition stage)—follows
each attempt and focus on accuracy and form of response.
Practice stage—several responses before feedback—emphasize
correct rate rather than accuracy and form to encourage fluency.
*
Instructional MethodologyTransfer of stimulus
controlGeneralization and maintenance Naturally occurring
contingenciesProgram common stimuliCommunity based
instructionDirect and frequent measurementSpotlight on
assistive technology
Transfer: Use of prompts (picture cards, verbal cues for each
step) with trial and error learning—prompts are gradually
withdrawn when environment serves to prompt correct reponse
G & M: extent to which students are able to use what they have
been taught across setting and time.
Naturally occurring: increase probability that this skill is likely
to be reinforced in natural env.
Program common stimuli: make teaching situation as much like
real life setting as possible
Community-based: teaching in the actual setting where students
will use new skills. Research-proven strategy if instruction is

well-designed.
Direct measurement occurs when it records use of the skill in a
natural environment. Frequent measurement should occur as
often as the instruction in the skill
People with intellectual disabilities and/or developmental
disabilities, like all people, have inherent sexual rights. These
rights and needs must be affirmed, defended, and respected.
*
Last Word: Statement on Sexuality
*
Educational Placement Alternatives: General education class
17%Resource room 27%Separate class 49%Separate schools or
residential facilities, including institutions 7%
General education class placements do not guarantee social
acceptance or appropriate instructional programming.
Full/partial inclusion in elementary using cooperative learning
groups, peer tutoring, etc.
Functional curriculum in secondary using life skills and
community based instruction.
*
Acceptance and MembershipMeet Jill EgleCan We Talk, Ben

Stiller?
Jill is a strong example of social role valorization:
“The major goal of SRV is to create or support socially valued
roles for people in their society, because if a person holds
valued social roles, that person is highly likely to receive from
society those good things in life that are available to that
society, and that can be conveyed by it, or at least the
opportunities for obtaining these.
In other words, all sorts of good things that other people are
able to convey are almost automatically apt to be accorded to a
person who holds societally valued roles, at least within the
resources and norms of his/her society
(http://www.socialrolevalorization.com/).”
*
Misconceptions MYTH:Once diagnosed, a person remains
within this classification for the rest of his/her life.FACT:Level
of mental functioning does not necessarily remain stable,
particularly for mild.
*
MisconceptionsMYTH:If an individual achieves a low score on
an IQ test, this means that his or her adaptive skills are also
subnormal.FACT:Possible for an individual to have a low tested
IQ and still have adequate adaptive skills; depends on training.

*
MisconceptionsMYTH:Children with Down syndrome are
always happy and pleasant to have around.FACT:The idea that
they are significantly more so than other children is
exaggerated.
*
MisconceptionsMYTH:Most children with intellectual
disabilities look different from other children.FACT:The vast
majority of children who have intellectual disabilities look like
children without disabilities.
1
Intellectual Disabilities
2
Idiot
Imbecile
Moron

Feebleminded
Mentally deficient
Mentally Retarded/retard
Tradition?
3
4
DEFINITION OF
INTELLECTUAL DISABILITY
DEFINITION OF
INTELLECTUAL DISABILITY
IDEA: “Significantly subaverage
general intellectual functioning
existing concurrently with deficits in
adaptive behavior and manifested
during the developmental period
that adversely affects a child’s
educational performance.”
Atkins v. Virginia
5
6
IDEA Definition
3 key criteria:
– First: “significant subaverage intellectual

functioning” must exist. Significant= IQ score is 2
or more standard deviations below the mean on
standardized intelligence test. More later…
– Second: intellectual functioning is not sole criteria,
must also have deficits in adaptive behavior—life
skills
– Third: deficits must have appeared during
developmental period of child’s life—not a result of
traumatic brain injury, head injury as an adult.
Classification by IQ Score
Level IQ Score
Mild 50-55 to
approximately 70
Moderate 35-40 to 50-55
Severe 20-25 to 35-40
Profound Below 20-25
7
8
AAIDD’s Definition
“Intellectual disability is a
disability characterized by
significant limitations both in
intellectual functioning and in
adaptive behavior as expressed in

conceptual, social, and practical
adaptive skills. This disability
originates before the age of 18.”
9
Changes in Perspectives
about ID
Changes in expectations for people with
disabilities
Functional descriptions of disabilities
Chronologically age appropriate activities
Consumer-driven services and supports
Support networks that provide
individualized supports
10
Assumptions in Defining and
Identifying ID (AAIDD)
Limitations in present functioning are considered
within the context of the individual's age, peers,
and culture;
Valid assessment considers cultural and linguistic
differences as well as communication, sensory,
motor, and behavioral factors;
Limitations often coexist with strengths
within an individual;

Describe limitations so that an individualized
plan of needed supports can be developed; and
With appropriate, personalized supports, the life
functioning of a person with intellectual
disability will improve
11
Levels of Support: from
Supports Intensity Scale
(AAIDD, 2002)
Intermittent: as needed; episodic—for a
period of transition (job loss, medical crisis)
Limited: time limited, but not intermittent—
transition to living in group home
Extensive: usually ongoing, daily involvement,
long term support and long term home living
support
Pervasive: possibly lifelong, high intensity,
across environments, may be life-sustaining
12
Identification and
Assessment: IQ Testing
13
Limitations of IQ Scores
Concept of intelligence is hypothetical
construct.

IQ tests measure only performance on
items on test, at one point in time.
IQ scores can change significantly.
IQ testing is not an exact science.
IQ can be culturally biased.
14
Limitations of IQ Scores
IQ scores can never be used a sole
basis for providing or not providing
special education services.
Results of IQ tests should never be
used for identifying objectives or
designing instruction.
15
Assessing Adaptive Behavior
Adaptive behavior: “the collection of
conceptual, social and practical
skills that have been learned by
people in order to function in their
everyday lives” (AAIDD, 2015).
Critical in determining level of support
Completed by someone familiar with
the individual
16
Characteristics

Mild ID
Difficulty with academics
Social and communication skills close to
age-appropriate.
Likely to become independent or semi-
independent adults.
17
Characteristics
Moderate ID
– Likely to show significant delays in
preschool years.
– More likely than those with mild ID to
have health and behavior problems.
Severe ID
– Identified at birth
– Additional disabilities and/or health
problems.
18
Characteristics
Cognitive functioning:
Learning rate: slower
Memory: difficulty with short-term
and working memory
Once skills are committed to long-
term memory, retention as good
as others without ID

19
Characteristics
Attention: may have attentional
problems related to relevant features of
learning task
Generalization and maintenance of
learning: trouble using skills in
different situations
Motivation: Outer-directed, learned
helplessness
20
Characteristics
Adaptive behavior:
Self-care and daily living: dressing,
eating and hygiene; self-management
Social relationships: appropriate social
and interpersonal skills
Behavioral excesses and challenging
behavior
Positive attributes
Meet Mary Warm
21
PrevalencePrevalence
About 0.78 - 1.27% of the
general population
6.7% of students (ages 3 –

21) receiving special
education (USDOE, 2014)
22
Causes
Biomedical Causes
2/3rd of severe forms have specific
biological etiology.
Most common biomedical causes of
ID are Down syndrome and fragile
X syndrome. See Table 4.2 for full
descriptions.
23
Causes
Environmental Causes
Psychosocial disadvantage
Intellectual disability of
cultural/familial origin
24
Etiological Risk FactorsEtiological Risk Factors
Prenatal (before birth)
Biomedical Social Behavioral Educational
Chromosomal
disorders
Poverty Parental drug

use
Parental ID
w/o supports
Single gene
disorders
Maternal
malnutrition
Parental
alcohol use
Lack of
preparation for
parenthood
Syndromes Domestic
violence
Parental
smoking
Metabolic
disorders...
No prenatal
care
Parental
immaturity
View all of Figure 4.3 on p. 122

Focus on:
Prader-Willi
Syndrome
25
• Weight gain between 1 - 6
years of age
• Distinctive facial features
• Global developmental
delay before age 6; mild to
moderate intellectual
disability or learning
problems in older children
• Hyperphagia/food
foraging/obsession with
food
Focus on:
Fragile X
Syndrome
• Males and
females can be
carriers or have
the full mutation
• Full mutation =
distinct facial
characteristics
• Educational

problems range
from ADHD, LD,
anxiety to ID
26
Focus on:
Fetal Alcohol
Spectrum Disorder
Ranges from:
• Fetal alcohol
effect (FAE)
• Fetal alcohol
syndrome
(FAS)
• Alcohol-related
Neurodevelop
mental
Disorder
(ARND)
27
28
Perinatal (during birth)
Prematurity Lack of

access to
birth care
Lack of
parental
caretaking
Lack of
referral for
intervention
services
Birth injury Parental
abandonment
Neonatal
disorders
29
Postnatal (after birth)
Traumatic
brain injury
Impaired
child
caregiver
Child abuse

and neglect
Impaired
parenting
Malnutrition Lack of
adequate
stimulation
Domestic
violence
Delayed
diagnosis
Meningoence-
phalitis…
Family
poverty…
Inadequate
safety
measures…
Inadequate
early
intervention…
Juniper Gardens
Children’s Project

30
31
Prevention
Rubella vaccine
Parental screening/diagnostic tests
for genetic influences
Newborn screening
Education and training
Early intervention
32
Educational Approaches:
Curriculum Goals
Educational Approaches:
Curriculum Goals
Academic Curriculum:
Meaningful academics
High expectations in general education
curriculum for students with mild
intellectual disabilities
Use actual materials to teach
Use lots of drill and practice
33
Curriculum Goals
Functional curriculum:

•Teaches skills that lead to independence,
self-direction and enhancement of daily life.
•Life skills: Teach personal independence
•Self-determination: (set goals,
implement course of action, evaluate
performance, and make necessary
adjustments to meet goal)
34
Instructional Methods
Task analysis--breaking tasks into
simpler sub-tasks
Active student response--observable
response to instructional antecedent
Systematic feedback--Change focus
and timing as learning progresses (see
Figure 4.6)
35
Instructional Methodology
Transfer of stimulus control
Generalization and maintenance
– Naturally occurring contingencies
– Program common stimuli
– Community based instruction
Direct and frequent measurement
Spotlight on assistive technology
People with intellectual disabilities

Appendix A Sample IEP General CurriculumPresent Level of Academi.docx

Appendix A Sample IEP General CurriculumPresent Level of Academi.docx

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Appendix A Sample IEP General CurriculumPresent Level of Academi.docx