intellectual disabilities ally adler kirstie ayer ashton maher

INTELLECTUAL DISABILITIES

Ally Adler

Kirstie Ayer

Ashton Maher

ASSIGNMENT

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HOW DO YOU FEEL?

CHARACTERISTICS OF INTELLECTUAL DISABIL IT IES

The American Association on Intellectual and

Developmental Disabilities (AAIDD) is an

organization that helps and provides services for

people that have intellectual or cognitive disabilities.

Intellectual disabilities are characterized by

significant limitations in intellectual functioning and

in adaptive behavior within skills.

It must originate before the age of 18.

Hallahan, Kauffman, & Pullen, (2012).

CHARACTERISTICS O F INTELLECTUAL D ISABIL IT IES ( CO NTINUED )

AAIDD has assumptions that are essential with the

definition: • The limitations must be aware when the individual is in their

typical environment around their peers and culture. • The assessments must consider the individuals culture and

linguistic diversity and differences in their sensory, motor, communication, and behavioral skills.

• The limitations they have also coincide with their strengths.• The necessity of making the limitations aware is to provide the

proper supports for the individual. • The life functioning of the individual with the proper supports

will commonly improve. Hallahan, Kauffman, & Pullen, (2012).

C H A R A C T E R I S T I C S O F I N T E L L E C T UA L D I S A B I L I T I E S ( C O N T I N U E D )

AAIDD allows for people to recognize two significant points:

1.Adaptive behavior: social intelligence, the ability to

understand and infer people and social connections, and

practical intelligence, the ability to solve everyday problems,

that people have learned help them function in their day to day

lives. Being able to “read” people and their attitudes, and the

ability of making meals, using the internet, and using a

transportation system are skills that involve adaptive behavior.


C H A R A C T E R I S T I C S O F I N T E L L E C T UA L D I S A B I L I T I E S ( C O N T I N U E D )

AAIDD allows for people to recognize two

significant points:

2. People with Intellectual Disabilities can

Improve: the functioning of all people can improve

and some with mild disabilities can reach a level

where they are no longer categorized as disabled.

Supports, resources and tactics that aid the

development, education, interests, and well-being,

are also considered and directly related.


W H E R E A R E C H I L D R E N W I T H I N T E L L E C T UA L D I S A B I L I T I E S

E D U C AT E D I N T H E U. S.

General Education classes: supplementary

aids and services “provide supports that may

include instruction, personnel, equipment, or

other accommodations that enable children

with disabilities to be educated with

nondisabled children to the maximum extent

appropriate.” http://nichcy.org/disability/specific/intellectual#education

EDUCATIONAL CONSIDERATIONS &

STRATEGIES

Educational programs vary from every child.

Lesser degree of ID, than the focus is more on academic

skills

Greater degree of ID, than the focus is on the child’s self-

help, community living, and occupational skills

Functional academics: teaching the students practical

skills instead of academic skills.

Three features are apart of educational programming. Hallahan, Kauffman, & Pullen, (2012).

EDUCATIO NAL CON SIDERAT IO NS & ST RATEGIES (CO NTIN UED )

Three features are apart of educational programming• Systematic instruction: teachers use instructional prompts that

can be gestural, verbal, or physical, consequences for performance both positive and negative, and strategies for the transfer of stimulus control, constant time delay and progressive time delay.

• Instruction in real-life settings with real materials: it is easier for a teacher to teach in a classroom setting, so a teacher might start out with instruction in the classroom using worksheets or class activates, and then lead instruction in real-life situations.

• Functional Behavioral Assessment and Positive Behavioral Intervention and Support: FBA and PBIS are usually combined to reduce behaviors like screaming, biting, or hitting. The FBA focuses on the purpose, trigger, and setting events that the behavior occurs in. The PBIS finds ways to support desirable behavior with positive reinforcement.


EDUCATIONAL CONSIDERATIONS & STRATEGIES (CONTINUED)

Service delivery models: Special classes for children with ID is

the norm, there are more students being placed in classrooms that

are integrated.

• Class-wide peer tutoring has been shown to be an effective

method to integrate classrooms with students that have

intellectual disabilities.

• Students should be integrated with their peers whom have and

do no have disabilities.

• Educators of special and general education should work

together to make a plan that will help the student be successful. Hallahan, Kauffman, & Pullen, (2012).

CURRENT EVENTS/TRENDS

“Social Security to Drop ‘Mental

Retardation’”- Social Security Administration will

start using the term “intellectual disability” instead

of “mental retardation”.

Diament, M. (2013, August 2). Social Security To Drop 'Mental

Retardation' - Disability Scoop. Disability Scoop - Developmental

Disability News. Retrieved October 5, 2013, from

http://www.disabilityscoop.com/2013/08/02/social-security-drop/184

37

CURRENT EVENTS/TRENDS

“Woman With Down Syndrome Prevails in Guardianship

Dispute”- A woman with down syndrome just won a court case

against her mother and step father allowing her to live with

her friends rather than living in a group home. “Advocates

hailed the ruling as a victory for adults with disabilities.”

Diament, M. (2013, August 5). Woman With Down Syndrome Prevails In

Guardianship Dispute - Disability Scoop. Disability Scoop - Developmental

Disability News. Retrieved October 5, 2013, from

http://www.disabilityscoop.com/2013/08/05/woman-prevails-guardianship/18452

PRENATAL

Definition: The time before birth

CHROMOSOMAL DISORDERS:• “Any of several syndromes resulting from

abnormal or damaged chromosome(s); can result in intellectual disabilities.”

ENVIRONMENTAL INFLUENCES:• Alcohol, smoking, etc.

Hallahan, Kauffman, &Pullen, (2012)

CHROMOSOMAL DISORDERS

DOWN SYNDROME

FRAGIL X SYNDROME

PRADER-WILLI SYNDROME

WILLIAMS SYNDROME

DOWN SYNDROMEKEEP CALM: IT’S ONLY AN EXTRA CHROMOSOME!

AM I ROCKIN’ THIS EXTRA CHROMOSOME OR WHAT?!

DOWN SYNDROME

http://www.youtube.com/watch?v=37xRCqBRrlI

Downs is the most common genetic syndrome.

It is also called trisomy 21 because the 21st chromosome

has three rather than only having two.

The physical characteristics that appear are

hypotonia(decreased muscle tone), slanted appearing eyes,

short stature, and a small oral cavity.

Most fall in moderately disabled range. Hallahan, Kauffman, &Pullen, (2012).



FRAGILE X SYNDROME

“This disorder is called Fragile X Syndrome because

In affected individuals, the bottom of the X chromosome

is pinched off in some of the blood cells.”

Mostly occurs in males more than females

Hereditary caused intellectual disability.

The most commonly known and the 2nd most

common syndrome only behind Down Syndrome.

CHARACTERISTICS/PHYSICAL TRAITS:• Learning disabilities, milder cognitive deficits• Large heads; long, narrow face• A prominent forehead; large, flat ears• Large hands with nontapering fingers

Hallahan, Kauffman, &Pullen, (2012).

PRADER-WILLI SYNDROME

Most inherit it from their father, it’s rarely inherited from the

mother

Two phases:

1.Infants- always sleepy and do not like eating

2.1 year old to life- experience the urge to eat all of the time

At risk for: obesity, short stature, heart defects, daytime

drowsiness, sleep apnea, and scoliosis

Range of intellectual disability varies, most are in the mild IQ

rang, but some fall in the normal IQ rangeHallahan, Kauffman, & Pullen, (2012).

WILLIAMS SYNDROME

Caused by material missing on the 7th

chromosome

Mild to moderate rage of intellectual

disabilities

Characteristics: heart defects, facial features

are elf like, strengths in spoken language and

social skills, and weaknesses in reading,

writing, math, and spatial organization.


ENVIROMENTAL

Fetal Alcohol Syndrome (FAS)• A disorder that kids have when the mother of the childConsumes an excessive amount of alcohol.- There are a a bunch of different physical features associated with this see picture -

RUBELLA (GERMAN MEASLES)• “A serious viral disease, which, if it occurs during the first trimester of pregnancy, is likely to cause a deformity in the fetus.”- Can cause the baby to be blind and/or have anintellectual disability.

Fetal Alcohol Spectrum Disorders (FASD)• “A range of disorders in children whose mothers consumed large Quantities of alcohol during pregnancy.”


PERINATALHERPES SIMPLEX

• “A viral disease that can cause cold sores or feverblisters; if it affects the genitals and is contracted by the mother-to-be in the later stages of the fetaldevelopment, it can cause mental sub normality in theChild.”

SYPHILIS• “A venereal disease that can cause mental sub normalityin a child, especially if it is contracted by the mother-to-be during the latter stages of fetal development.”

LOW BIRTHWEIGHT (LBW)• “Babies who are born weighing less than 5.5 lbs; usuallypremature; at risk for behavioral and medical conditions, such as intellectual disabilities.”

ANOXIA• Deprivation of oxygen and because of the lack of oxygen it can cause brain injury.


POSTNATAL

Intellectual disabilities that occur after birth

Biological: infections, malnutrition, and toxins

1.Meningitis- “an infection of the covering of the brain that may be

caused by a variety of bacterial or viral agents”

2.Encephalitis- “an inflammation of the brain, results more often in

intellectual disabilities and usually affects intelligence more

severely”

3.Lead poisoning

Psychosocial: poor environmental circumstancesHallahan, Kauffman, & Pullen, (2012).

QUIZ TIME!

www.mentimeter.com

PLEASE GO TO:• www.vot.rs

http://www.mentimeter.com/

http://www.vot.rs/

SOURCESTEXTBOOK:

• Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2012). Exceptional learners: An introduction to special education (12th Ed.). Boston, MA: Pearson.

PRENATAL MOTHER: • http://mypregnancysupport.com/wp-content/uploads/2012/05/

prenatal.jpg

DOWN SYNDROME BOY 1:• http://1.bp.blogspot.com/_GvfH7IcTPqE/S8HgQ-2uR3I/AAAAAAAAATg/

OvDH3UVK8LM/s400/Down-Syndrome-Child-3.jpg

DOWN SYNDROME BOY:• http://brian.carnell.com/wp-content/uploads/2013/06/keep-calm-

chromosome.jpg

DOWN SYNDROME GIRL:• http://bobbiblogger.files.wordpress.com/2012/09/am-i.jpg

SOURCES

FRAGIL X CHILD:• http://autism-support.org/wp-content/uploads/2011/05/Fragile-X-

Syndrome2.jpg

WILLIAMS SYNDROME: • http://whoneedswho.areavoices.com/2011/01/31/hello-world/• http://www.williams-syndrome.org/parent/first-steps-first-one-

hundred-days

FAS :• http://www.soc.ucsb.edu/sexinfo/sites/default/files/files/styles/

large/public/field/image/fasface.jpg

LBW CHILD: • http://www.womens-health-advice.com/assets/images/low-birth-

weight.jpg