1. By Stephen Cross

2. Audience Para-Professionals Bus Drivers School employees (Librarians, Custodial workers, Cafeteria workers) 3. Definition There are two different definitions used in the UnitedStates today. IDEA 04 (Federal Government) American Association of Mental Retardation (nowreferred as AAIDD) 4. Federal Government Definition Intellectual Disabilities means significant sub average general intellectual functioning, existing with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs education performance. 5. AAID Definition Intellectual Disabilities are a disability characterizedby significant limitations both in intellectualfunctioning and in adaptive behavior as expressed inconceptual, social, and practical adaptive skills. Thisdisability originates before age 18. 6. Accompanies the AAIDD Def. 1. Limitation in present functioning must beconsidered within the context of communityenvironments typical of the individuals age peersand culture. 2. Valid assessment considers cultural andlinguistic diversity as well as differences incommunication and in sensory, motor, andbehavioral factors. 3. Within and individual, limitations often coexistwith strengths. 7. Accompanies the AAIDD Def. Cont. 4. An important purpose of describing limitations is to develop a profile of needed supports. 5. With appropriate personalized supports over sustained period, the life functioning of the person with mental retardation generally will improve. 8. Mild/Moderate IQ Range Mild intellectual disabilities: IQ range of 50 to 69 Outcomes: Has learning difficulties, is able towork, can maintain good social relationships andcontribute to society Moderate intellectual disabilities: IQ range of 35 to 49 Exhibits marked developmental delays duringchildhood, has some degree of independence in self-care, possess adequate communication and academicskills, requires varying degrees of support to live andwork in the community. 9. 4 Requirements for Eligibility 1. Sub-average general intelligence 2. Adaptive behavior impairment 3. Having occurred during the developmental period Must be aversive to the students education. 10. Sub-Average General Intelligence Sub-Average General Intelligence Means thatindividuals must score two standard deviations belowthe mean of an IQ test. The mean of an IQ test is 100 with a standarddeviation of 15. Students cannot be eligible for services on thisrequirement alone. 11. Adaptive Behavior Impairment Adaptive Behavior includes the age-appropriatebehaviors necessary for people to live independentlyand to function safely and appropriately in daily life. Examples Include but are not limited to: Personal Hygiene Money management Social skills Personal Responsibility 12. Characteristics Motivation Attention Sociobehavior Academic Memory Generalization 13. Poor Motivation Motivation is used to describe what focuses or energizes a students attention, emotions, and activity. Due to repeated Academic Failure, students with disabilities become less motivated to complete academic tasks. Their motivation is based on external loci of control. 14. Locus of Control Internal Locus of Control Individuals who operateunder ILOC see both positive and negative events asresults of their own actions External Locus of Control Individuals who seepositive or negative events as controlled primarily byoutside forces as fate, chance, or other people. Many students with disabilities that have motivationdeficits operate under ELOC. 15. External Locus of Control Underdeveloped sense of Self-Determination Learned Helplessness Belief that failure will crown the most extraordinary efforts Outer Directedness Relying on situational or external cues for guidance Expectancy of Failure The expectation of lack of success lowers the amount ofeffort put into tasks, performance of the task is below whatmight be anticipated from individuals capabilities and theexpected failure becomes a reality 16. What can we do? All motivational strategies should be practiced beforeany tasks demand. Get them excited! Communicate positive expectations positively statewhat you want the student to accomplish. Give themdirection. Organization create ways for the students to keep upwith their materials. Class folders or notebooks helpkeep the students work organized. 17. What can we do? Cont. Create realistic instructional goals set up yourstudents to succeed before asking them to attempt achallenging task. Provide Immediate Feedback let your students knowwhen theyre doing a good job or need to try a differentstrategy. Be specific. Teach students how to deal with failure let studentsknow its okay to fail. Everyone does. The importantpart is to see what went wrong and try it differently. 18. Attention Lack of Sustained Attention the inability to focus ona task long enough to comprehend information Attention Span Lack of Selective Attention The inability to focus onrelevant aspects and discard the irrelevant aspects of atask. Distractibility 19. Attention Strategies All attention strategies should be practicedbefore, during and after instruction to maintainstudent attention. Remove extraneous information Include only whatthey need to know. Get to the point. Present Information grouped Group likedinformation together. Use examples that are familiar Activate priorknowledge 20. Attention Strategies Cont. Stress the importance of paying attention Explainwhy its important that the students should payattention Teach Self-monitor skills teach students how to self-monitor during their task. Create a checklist for thestudents to fill out. Provide Frequent breaks Allow set times for studentsto take breaks from their tasks. 21. Sociobehavior Characteristics Unable to read social cues Students have a hard time picking up on non verbal cues Easily taken advantage of many students will want to please peers and will listen to inappropriate suggestions to do so Not aware of personal space must be taught personal bubbles 22. Sociobehavior Characteristics cont. Unaware of inappropriate behavior must be taught examples and non examples of appropriate behavior Hyperactive has trouble staying calm during socialinteractions. Low Self-Esteem A result due to repeated failures atacademics and social relationships 23. Sociobehavior strategies Strategies should be practiced with students throughinstruction and role playing, before real life scenarios Use Peer Reinforcement Use peer buddies, peertutors, and general ed. students as reinforcements forbehaviors that are appropriate or inappropriate. Reinforce appropriate behavior Reinforce when thestudent is performing appropriate behavior Model appropriate behavior 24. Academic Delay in acquiring Reading, Math, and Writing skills Problems with: Decoding Comprehension Fluency Math computations 25. Academic Strategies Learning Strategies: Mnemonics for remembering rules Repeated readings - for fluency Paragraph Shrinking, story retell for comprehension Using Concrete, Semi-Concrete, and Abstract teaching for Math in that order. Focusing on Concrete thelongest Direct Instruction/MLT 26. Memory Long Term Just as effective as a student withoutIntellectual Disabilities Short Term: Lack Selective Attention Delay in learning sets remembering rules to apply forcertain tasks Inefficient or non-existent rehearsal skills Problems with Generalization 27. Memory Strategies Group Information Teach Mnemonics Acronyms First letter of each word combines to makea word. Ex. HOMES LakeHuron, Ontario, Michigan, Eerie, etc. Acrostics Similar to Acronyms but creates a sentenceinstead of a word. Every Good Boy Does Fine 28. Generalization Difficulties in performing learned tasks in differentsetting with different people Not able to recognize already known skills needed indifferent settings 29. Generalization Strategies Make sure that the skill is mastered before having thestudent generalize it. Make sure the training is as realistic as possible Provide opportunities for practice in different settings Stress meaningful content 30. The Vicious Cycle of IntellectualDisability Characteristics Due to the sociobehavior characteristics, students feel peer rejection. This causes them to withdraw from others and from engaging in their education. Due to the lack of engagement, the students motivation is decreased which leads to little to no effort and poor grades This creates a sense of failure and rejection leading to a vicious cycle 31. References Mastropieri, M.A, Scruggs, T.E. (2010) The InclusiveClassroom: Strategies for Effective DifferentiatedInstruction. New Jersey: Pearson Education, Inc. Smith, D.D, Tyler, N.C. (2010). Introduction to SpecialEducation. New Jersey: Pearson Education, Inc.