A detailed presentation on the topic intellectual impairment,which includes its definition, causes, levels, curriculum, strategies and inhibits assessment and its conclusion.

2. (Mental Retardation)
INTELLECTUAL
IMPAIRMENT

3. INTRODUCTION & CAUSES
NURSARY & ELEMANTARY
MODIFYING CURRICULUM
STRATEGIES & INHIBITS
ASSESSMENT & CONCLUSION

4. What is Intellectual Impairment?
 A disability that affects the way you learn
 You can be born with an intellectual disability or acquire one un
der the age of 18.
 It may affect the person’s ability to adapt to new or unfamiliar
situations
 It can involve the person presenting well “cloak of competence”.
It can affect a person in the following ways:
• It may take longer to learn things.
• The person may have difficulty reading and writing.
• It can affect how the person’s communication.
• It will affect the person’s understanding.
• The person may find it difficult to maintain eye contact.
• The person may have difficulty understanding abstract co
ncepts.
• It may affect the person’s ability to plan and to problem
solve.

5. Clinical Definition of Intellectual Impairment /Disability
“Intellectual disability is a disability which occurs in the developmental per
iod of life (i.e. Before the age of 18) and is characterized by below avera
ge intellectual functioning. Most people with intellectual disability are born
with the disability”.
 The term intellectual disability can be used to refer to-a significantly
reduced ability to understand new or complex information, to learn
new skills (impaired intelligence), with;
 A reduced ability to cope independently (impaired social functioning);
 which started before adulthood with a lasting effect on development
(Department of Health (United Kingdom), 2001, p. 14).

6. “An intellectual disability, formerly
referred to as ―mental retardation is
characterized by a combination of deficits
in both cognitive functioning and adaptive
behavior.”
The severity of the intellectual disability is
determined by the discrepancy between
the individual's capabilities in learning and
in and the expectations of the social
environment.

7. These causes can be grouped into four categories:
1) Medical Conditions:
-Fetal Alcohol Syndrome (FAS)
2) Brain Damage:
-brain injury or infection before, during or
after birth.
3) Genetic Conditions/Cause:
-Down syndrome and Fragile X syndrome.
4) Psychiatric Conditions/Cause:
-Autism

8. Fragile X Syndrome
Fetal Alcohol Syndrome
Down Syndrome

9. Level of
Disability
IQ
Borderline 70-75
Mild 55-70
Moderate 30-55
Severe under 30
In clinical terms, intellectual
disability is often defined in
terms of the severity of
the disability:
MILD MODERATE SEVEREBORDERLINE
70-75
55-70
30-55
under30

10. One of the main reasons the child enters the play or nursery school
is to understand and abide by social rules.
Key areas of socialization
1. Becoming aware of the major routines of the day.
2. Learning to participate and respond appropriately.
3. Responding to verbal requests and instructions.
4. Learning to line up.
5. Learning the class and school routine both formal and informal
working independently and cooperatively.
6. Developing friendships.
7. Developing self help and practical skills.
8. Caring for other.
9. Learning to take turns, share and give and take.

11. Modeling behavior
• Avoiding the development of maladaptive behaviors
classroom strategies
• Ensure the rules are clear.
• Use short clear instructions.
• Does the student understand what is expected of them.
• There is a widespread belief the children with intellectual impairments
are behaviorally disturbed.
• There are no behavior problems unique to such children.
Structure and routine
• Children as a rule thrive on routine, and structure, and clearly focused
activities.
• Understand and informal situations are often difficult for them.

12. Develop within the class setting:
• A system of teaching all new students about timetable, routine
s, and school rules explicitly.
• Stick to routine as much as possible.
• For the very young and intellectual impaired provide visual time-
table, use the printed word and pictures, drawings, signs, and
photos.
• Time to prepare children beforehand when there is going to be
change, and inform parents.
• Engage children in preparing for the next activity by giving a
specific task.
Play time
• Interesting path of any child life.
• Some additional help in including young children with
learning difficulties during playtime may be needed.
• This should be carried out with caution as many a time it could
interfere with a child's ability to initiate independent play with
other children.
• Understand the rules of the game;
• Understand the rules of being a friend
• Also get the opportunity to learn from mistakes.

13. Role Of Resource Teacher :
1. To help differentiate or further modify lesson and
activities planned by the teacher.
2. To provide feedback to the teacher.
3. To provide opportunity for the teacher to work with
particular child with learning difficulties either individual
or group.
“A resource teacher is a teacher a whose primary role is to
support teachers and students in the implementation of a
ppropriate educational programming with in an inclusive lear
ning environment”.

14. The curriculum for intellectual impairment
students falls into the following six areas
of learning:
1. Language.
2.Mathematics.
3.Personal and social development.
4.Perceptual Motor.
5.Aesthetics and creativity.
6.practical.

15. These six areas of learning encompass
twelve basic subject as follow:
1.Language.
2.Mathematics.
3.Computer learning.
4.Self care.
5.General studies.
6.Preceptual motor training.
7.Physical education.
8.Music.
9.Art and craft.
10.Home economics.
11.Design and technology.
12.Independent living skills.

16. 1. To meet the needs of special child.
2. To achieve this goal teacher need to find out
what is students educational objectives are.
3. The teacher will need to know that in which
area students need to modify the curriculum.

17. 1. Hands-On Learning
Hands-on learning is the process of using activities and other
hands-on tasks to teach skills. All children and especially
children with intellectual impairments learn best through
this process. An example would be to do science experiments
to learn science concepts.
2. Play-Based Learning
Play-based learning is when we use play activities to teach
cognitive skills. For example if a child is playing with cars,
we sit with the child and start playing too.
While playing we use statements like “can I play with the
red car? Can you give it to me?" In this way we teach skills
to the child while he or she is playing.

18. 3. Baby Steps
Children with intellectual disabilities need to learn
through baby steps. Every task, skill or activity needs
to be broken down into small baby steps.
4. Chaining
Chaining is the process of breaking a task into its small
steps and teaching them in a sequential manner. It is
usually used to teach daily living skills and life skills.
There are two types of chaining:
• Forward Chaining
• Backward Chaining

19. 5. Group Learning
Group learning is one of the most effective
teaching strategies for students with inte-
llectual disabilities. It is when you bring children
together in a group to teach various skills.
6. Positive Reinforcement
Positive reinforcement is to reinforce the child positively every time
he learns a new skill, or performs or practices a known skill. It is a
great way to motivate children with intellectual disabilities.
Use reinforcements that are appropriate for the child.

20. 1. Delayed Fine and Gross Motor Skills.
2. Auditory and Visual Difficulties.
3. Speech and Language Inadequacies.
4. Short-term Auditory Memory Deficits.
5. Shorter Concentration Span.
6. Difficulties with Consolidation and Retention.

21. What are Fine and Gross Motor Activities?
 Gross motor activities are big movements that use the
arms, legs, and torso (middle of the body) like rolling,
crawling, walking, or doing other gross motor activities.
 Fine motor activities are small movements like usage of
their hands and fingers to hold, manipulate, and use
objects holding a crayon or picking up small objects. Fine
motor skills require eye-hand coordination. The ability to
speak also uses fine motor skills because the lips, tongue,
and face muscles must coordinate to make different
shapes so a child can speak.

22. Strategies for delayed Fine and Gross
Motor Activities:
• Provide additional practice, guidance, and encouragement-
all motor skills improve with practice.
• Provide wrist and finger strengthening activities, e.g.
threading, tracing, drawing, sorting cutting, squeezing,
building, etc.
• Use a wide range of multi-sensory activities and materials.
• Keep activities as meaningful and enjoyable as possible.

23. Visual Difficulties
What are Visual Difficulties?
Visual difficulty, also known as
vision impairment or vision loss, is a
decreased ability to see to a degree
that causes problems not fixable by
usual means, such as glasses.
Strategies for Visual Difficulties:
1. Place students near the front of class.
2. Use larger type.
3. Use simple and clear presentation.

24. Hearing loss
What is Hearing Loss?
Hearing loss, also known as hearing
impairment, is a partial or total
inability to hear. A deaf person has
little to no hearing. Hearing loss
may occur in one or both ears.
Strategies for Hearing Loss:
1. Face the child when you speak.
2. Reinforce speech with facial expression, sign or gesture.
3. Reinforce speech with visual backup print, pictures and
concrete materials.
4. Write new vocabulary on the board.

25. Speech and language difficulties
What are speech and language difficulties?
“Speech is how we say sounds and words”.
People with speech problems may:
1. Not say sounds clearly
2. Have a hoarse or raspy voice
3. Repeat sounds or pause when speaking, called
stuttering.
Language is the words we use to share ideas and get wha
t we want.
A person with a language disorder may have problems:
1. Understanding
2. Talking
3. Reading
4. Writing

26. Strategies for Speech and Language Difficulties:
• Give time to process language and respond.
• Use face to face and direct eye contact.
• Use simple and concise language and short
concise notes.
• Provide understanding –ask students to repeat
back instructions.
• Ask closed questions and encourage the students
to speak in more than on word utterance.
• Ask the students to speak aloud in the class by
providing visual prompts.
• Provide regular and additional opportunities to
speak to others-e.g. taking messages etc.

27. What is Concentration Span, Consolidation and Retention?
• Concentration span is the amount of concentrated time a person
can spend on a task without becoming distracted.
• Consolidation means the unification of two or more corporations by
dissolution of existing ones and creation of a single new corporation.
• Retention means the action of absorbing and continuing to hold a
concept.
Strategies for Concentration Span, Consolidation, and Retention:
• Provide extra time and opportunities for additional repetition
and reinforcement.
• Present new skills and concepts in a variety of ways, using
concrete, practical, and visual materials wherever possible.
• Build a range of short focused and clearly defined tasks into
the lesson.
• Vary the level of demand from task to task.
• Use peers to keep students on task.
• Put a range of activities that the child enjoys.

28. “In education the term assessment refers to the wid
e variety of method and tools that educators u
se to evaluate measure and
document the academic readiness ,learning progres
s , skill
acquisition or educational needs of students”.
• Students with intellectual disability may need
particular adjustments to assessment tasks.
• Teaching students with learning disabilities
effective study strategies is only part of
helping them reach their full potential.
• Teacher also make sure that students acquire
the required content objectives for each subject.

29. Problem with Modified Assessment
 Modification in term of shorter tests or less complicated
test makes it difficult for teacher to get an accurate
measure of what the student has learned.
 By using Summative assessment which held at the end of
unit or lesson .
 As a result , students are usually given re-test ,which
are often made easier to ensure student will pass.
An Ongoing Measure
A more proactive way of ensuring that students with special
educational needs are acquiring content knowledge ,it is necessary
to develop curriculum-based measure for assessing secondary school
students.

30. Portfolio Assessment
 Teacher collect samples of child’s work to
assess the progress over time.
 Example:
 Artwork,
 science project,
 audio-taped conversation
Performance Assessment
 It is authentic, connected to everyday
life.
 children are assess assessed as they
complete tasks .
Dynamic Assessment
 uses a test-teach-retest method to
evaluate a child’s responsiveness to in
struction.
 evaluates how a child learns and resp
onds to instruction

31. 1. Provide a quiet setting for test taking , allow tests
to be scribed if necessary and allow for oral responses
2. Divide test into small sections.
3. Grade spelling separately from content.
4. Allow as much time as needed to complete.
5. Avoid speed tests.
6. Provide monitored breaks from test.
Homework
 Difficulties with language and short-term memory
can make remembering what is expected for
homework a difficult task.
 It also take a student much longer to complete
home-work.
 All homework is suitably differentiated in terms of
content and times.

32. PORTFOLIO
ASSESSMENT
PERFORMANCE-B
ASED ASSESSME
NT

33. Homew
ork to
be
different
iated.
All
homework
to be
written
down full
in diary.
Add
short and
concise
additiona
l
explanati
on linking
to
lesson.
Ensure the
date for
completion
is written
down.

34. In conclusion, people with intellectual disabilities
can live meaningful, satisfying, and productive
lives, within their own communities, when
provided adequate supports. We salute the
courage and dedication of families and other
advocates who have tirelessly worked to improve
the lives of these deserving citizens.