understanding students with intellectual disabilities ed222 spring 2011
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Understanding Students Understanding Students with Intellectual with Intellectual DisabilitiesDisabilitiesED222Spring 2011
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Defining Intellectual Defining Intellectual Disabilities (MR)Disabilities (MR)AAIDD definition
◦Intellectual disabilities is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills
◦This disability originates before age 18
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5 assumptions5 assumptions• Limitations in present functioning must be
considered within the context of community environments typical of the individual’s age, peers and culture
• Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor and behavioral factors.
• Within an individual, limitations often coexist with strengths
• An important purpose of describing limitations is to develop a profile of needed supports
• With appropriate personalized support over a sustained period, the life functioning of the person with mental retardation generally will improve
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Intensities of SupportIntensities of SupportIntermittent: “As needed”Limited: Consistent, but time
limitedExtensive: Regular involvement
(daily), but time limitedPervasive: Constant, high
intensity, potential life sustaining nature
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Prevalence of IDPrevalence of IDInconsistent rates reportedUS Department of Education
reported 0.08% in 2006511,041 students with ID, ages 6
to 21, received special education services
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Characteristics of IDCharacteristics of ID• Limitations in Intellectual
Functioning–Measured through IQ tests
• Memory (short term)• Generalization• Motivation (outer-directedness)• Limitations in Adaptive Behavior–Three domains: Conceptual Skills,
Social Skills, Practical Skills–Self-determination
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Determining the CausesDetermining the Causes
Causes by Timing Causes by Type
PrenatalPerinatalPostnatal
BiomedicalSocialBehavioralEducational
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Evaluating Students with Evaluating Students with Intellectual DisabilitiesIntellectual DisabilitiesDetermining the Presence
◦Evaluate intellectual functioning and adaptive skills Intellectual functioning: an IQ test Adaptive Skills: measures such as
AAIDD’s Diagnostic Adaptive Behavior Scale (DABS)
◦Determining the Nature and Extent of General and Special Education and Related Services For the older students, the Transition
Planning Inventory is useful
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Partnering for Sp.Ed., and Partnering for Sp.Ed., and related servicesrelated servicesTransition Services key goals
◦To improve collaboration and links between systems to support student achievement of meaningful school and post-school outcomes
◦To promote the student’s self-determination and self-advocacy
◦To increase parent participation and involvement
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Partnering for Special Partnering for Special Education and Related Education and Related ServicesServicesFour levels of transition teams
◦A statement transition team that includes secondary educators, adult service providers, adults with disabilities, and family members
◦A communitywide team representing all of the key agencies involved
◦A school wide team consisting of key professionals and family members
◦An IEP team for each student
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Determining Supplementary Determining Supplementary Aides and ServicesAides and ServicesParaprofessionals
◦Paraprofessionals can be important◦More than 280,000 in the U.S.◦Paraprofessionals add appropriate
levels of support, they may isolate students, velcroed effect
◦Roles and Responsibilities
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Planning Other Educational Planning Other Educational NeedsNeeds• Functional Skills may include:–Applied money concepts–Applied time concepts–Community mobility and access–Grooming and self-care–Leisure activities–Health and safety–Career Education
• Instruction in Inclusive Classrooms• Instruction in Community Settings
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Early Childhood ServicesEarly Childhood ServicesPrelinguistic milieu teachingFirst, follow the child’s lead
◦Then, set the stage for communication
◦Finally, be strategic when using games like Pat-a-Cake and Peak-a-Boo
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Early Childhood StudentsEarly Childhood StudentsSteps in prelinguistic milieu teaching
◦Prompt the child to communicate◦Prompt the child to initiate◦Vocally imitate the child’s resultant
vocalizations◦Comply with the child’s requests◦Recode the child’s communication act◦Acknowledge the child’s communication
act◦Talk to the child
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Elementary and Middle Elementary and Middle School StudentsSchool StudentsSelf-determined learning models
of instruction◦12 student questions◦Teacher objectives◦Educational support◦Three phases:
1. What is my goal?2. What is my plan?3. What have I learned?
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Secondary and Transition Secondary and Transition StudentsStudentsCommunity Based Instruction
◦Teaching in the natural environment◦Community-based instructional
approaches Learn it where you’ll need to do it Teacher it where you want your students
to practice it
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Measure Students’ Measure Students’ ProgressProgressProgress in the general
curriculum◦Date based monitoring: Requires
teachers regularly to collect different types of data such as: Response by response data Instructional and test data Error data Anecdotal data
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Measure students’ Measure students’ progressprogressProgress in addressing other
educational needs◦Ecological inventory process
Life Space Analysis Gather information about the student’s daily
environment Conduct ecological inventories Conduct a discrepancy analysis Perform an Activity Task Analysis
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Making Accommodations for Making Accommodations for AssessmentAssessmentAccommodations may include:
◦Dictating responses to someone◦Having extended time◦Having test items orally read◦Clarifying test times