Adolescents with Exceptionalities Presentation

1. Intellectual Disabilities What is it? http://www.ehow.com/how_2100050_pick-school-down-syndrome-child.html http://elliestumbo.blogspot.com/2010/10/from-mutterings-and-mussings.html http://www.nysut.org/educatorsvoice_14852.htm What causes it? What do they need? Presented by: Janet Lee How can we help? How can we do this?

2. Imbecile Moron 1910: Idiot Feeble-minded 1950: Mental Retardation Retard 2010: Intellectual Disability

4. Physical disability

5. Difficulty in learning

6. Difficulty with concentrating

7. Display inappropriate behavior

8. May not be able to read and/or write

9. May not be able to live or work independently

10. May have difficulty in participating in group settingsThree traits: Limited intellectual functioning (<70-75) Limited adaptive behavior Originates before 18 yrs. old. These students may have difficulty with:

11. What is it? High incidence 1 million people in Canada (3 in 10 people) Severity varies Social, gender, age Mild IQ=(50-55) to 70 Profound IQ=(<20-25) Assess: IQ, WISC, WIAT, DABS

12. What causes it? There is no cookie-cutter student. Infections & intoxicants Syphilis, Herpes simplex, bacterial infections, viral infections, parasitic infections; drugs, poisons, smoking, caffeine, alcohol, lead Trauma Metabolism or Nutrition Amino acid disorders (phenylketonuria), malnutrition Unknown Prenatal Influence Chromosomal Abnormality Down Syndrome, Klinefelter’s syndrome, fragile X syndrome Gestational Disorders Prematurity, postmaturity, low birth weight Psychiatric disorders Environmental Sensory deprivation

13. What do they need? Supported Education Manitoba Curriculum Student’s Learning Needs General Curriculum Assistive Technology Adaptations Augmentation (Emphasis on strategy training, self-determination) Curricular Alternatives (functional emphasis)

14. What do they need? Employment Involvement Climate of empowerment Life Skills Independence Relationship Building

15. Regular curriculum Keep the student’s attention on task, Teach the content with the methods of learning the content Focus on relevant and meaningful teachable content Provide training that is widely applicable across other subjects Offer opportunities to allow active participation while they are learning. How can we help?

16. How can we do this? Role-playing Demonstrations Use concrete objects Form routines - Flip cards Simplify and highlight key terms Instructions – short, precise, clear - repeat Teach to the different learning styles Involve participation – peers, family

17. HOKEY POKEY DanceOff! http://www.youtube.com/watch?v=8GMbzZ_ss0s

18. Thank you for your time!

19. References Aaidd.org. (2011) American Association on Intellectual and Developmental Disabilities: Definition of Intellectual Disability. <http://www.aaidd.org/content_100.cfm?navID=21>. (10 Feb. 2011). Smith TEC, Polloway EA, Patton JR, Dowdy CA, Heath NL, McIntyre LJ, Francis GC. (2005) Teaching students with special needs in inclusive settings, 2nd Canadian Edition: Teaching students with intellectual disabilities. Pearson Education Canada: p 170-188. Winzer M. (2002) Children with Exceptionalities in Canadian Classrooms: Sixth Edition. Children with Intellectual Disabilities. Pearson Education Canada. Toronto: p 173-213. Woolfolk AE, Winne PH, Perry NE, and Shapka J. (2009) Educational Psychology: Fourth Canadian Edition. Pearson Canada. Toronto: p 134-5. Picture References: http://www.genetic-diseases.net/down-syndrome/ http://www.medindia.net/patients/childhealth_articles.asp http://www.disease-picture.com/2010/03/page/3/ http://www.ehow.com/how_2100050_pick-school-down-syndrome-child.html http://elliestumbo.blogspot.com/2010/10/from-mutterings-and-mussings.html http://www.nysut.org/educatorsvoice_14852.htm http://www.canstockphoto.com/illustration/lifting.html Video Reference: http://www.youtube.com/watch?v=8GMbzZ_ss0s