copyright © allyn & bacon 2008 chapter 8: students with intellectual and developmental...

Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities

Chapter 8

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“…significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”


No single prevalence estimate is definitive

Little research on gender differences

Disproportionate representation of

African American males


Most are unknown Prenatal (before birth)

Chromosomal abnormalities (e.g., Down Syndrome, William’s Syndrome, Fragile X Syndrome), Fetal Alcohol Syndrome

Perinatal (during/immediately after birth) Premature birth, low birth weight, anoxia

Postnatal (after birth) Accidents or illnesses (e.g., encephalitis,

brain injury)


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Low birth weight Developmental

delay Epilepsy Poor coordination

/ fine motor skills Behavioral

problems


Down Syndrome (Trisomy 21)


1:733 births, and more than 350,000 people in the U.S.


Physical Deformitiesflattening of the back of the headslanting of the eyelidsshort stubby limbsthick tonguesheart problemsoverly flexible jointsshorter than normal height


eye & vision impairments Hyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palate Autism and autistic-like behavior Prominent ears hand biting and hand-flapping Mental Retardation Hyperactivity and short attention span


absence of genetic materials on the 7th pair of chromosomes. “elfish” face “Mental retardation Highly personable Relatively good language skills Musical ability Behavior problems Cardiovascular problems “miss the forest for the trees.”


1:15,000 births microcephaly Seizures hyperactivity Excessive phenylalanine

in the blood Phenylalanine in meat,

dairy products, fish, grains and legumes


Inability to properly process lactose- cataracts- infections- MR- kidney failure- enlarged liver- poor growth


1:3000 Tumors grow along

types of nerves. - headaches- seizures- MR- macrocephaly


1:15,000 babies - effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate MR- Insatiable appetite


Congenital rubella pregnant woman who has

contracted rubella during her first trimester

- microcephaly- heart defects- MR

Toxoplasmosislitter boxes and garden soil.

- encephalitis- heart- liver- eyes- MR


Bell Curve


Full Scale IQ

Verbal IQ

Performance IQ

(WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months

(WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months

(WAIS-III) Wechsler Adult Intelligence Scale-Revised

Ages 16-89

Stanford-Binet V (ages 2 – 80)


WAIS - III


Copyright © Allyn & Bacon 2006

Intermittent

Limited

Extensive

Pervasive

How Much Support?

Least

Most


Working memory

Generalization

Metacognition

Motivation

Language

Academic skills


More likely to be rejected by peers

Immature behavior

Inappropriate responses in social situations

Difficulty understanding subtle social cues

Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental DisabilitiesCopyright © Allyn & Bacon 2006

Deficits in: Communication

Self-careSocial skills

Home livingLeisure

Health and safety

Functional academics Community use


Parent/Caregiver Rating Form, Interview Form - 0 through 90

Teacher Rating Form - 3 through 21 years,11 months


Services may occur in the child’s home

Most begin preschool at age 3 Programs stress child development

and learning


General Education Curriculum Reading, writing, math, social

studies

Life Skills Curriculum Applied academic skills Community-based instruction


Breaking of a complex task or behavior into its component parts Select goals Identify prerequisite skills and materials

needed to perform the task Identify specific components of the task

and sequence component parts Evaluate instruction and task mastery

level Seek to generalize skill to other settings


Peer-mediated instruction Cooperative learning Peer tutoring


Should students with mental retardation participate in high-

stakes testing?

How do we effectively foster self-determination in students

with mental retardation?

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