2. Redefined “Mental Retardation” in 2002 Limitations in functioning must be considered in context of environments typical of peers Valid assessment considers cultural and linguistic diversity as well as differences in communication and in sensory, motor, and behavioral. Within an individuals limitations often co-exist with strengths. An important purpose of describing limitations is to develop a profile of needed supports Supports over time = Increased functioning ** the Big Change – Includes Strengths! American Association on Mental Retardation (AAMR)
3. Impaired cognitive abilities Limited adaptive behavior (eating, dressing, mobility, etc…) Need for support Lower intellectual function Initial occurrence before 18 yrs Characteristic of…
4. Determined by IQ tests Mild = 50-59 Some learning difficulties, able to work, live on own and socialize Moderate = 35-49 Marked developmental delays, some degree independence, adequate communication skills, needs limited support Severe = 20 – 34 Needs continues support Profound = Under 20 Severe limitation in communication, self-care, mobility Levels of Intellectual Disability
5. Fragile X Syndrome Most common Often paired w/ autism Difficulty with social situations, non-verbal cues, eye-contact, recognizing emotions… Down Syndrome Chromosomal abnormality More or less than 46 ># of medical conditions such as leukemia < adaptive behavior problems then other IDs Fetal Alcohol Syndrome Preventable – Mother drinking Includes limited self-control Prenatal: before birth From toxins: Tobacco, alcohol, drugs From infections: HIV Perinatal: during birth Injuries form oxygen deprivation, umbilical cord, low birth weight, etc… Postnatal: after birth Abuse, neglect, toxins, accident Causes of Intellectual Disabilities:
6. Diagnosis and Assessment Only Mild Forms are left undetected by the time children enter school Preschool is when many are recognized Recognizable b/c a Child with ID will struggle to keep up in ALL areas, not just one or two Assessed by: IQ tests to determine Mental Age “Assessment of Adaptive Areas” – comparison of skills “Supports Intensity Scale” – compares support needed Interviews and Observations
7. Types of Support: Natural: result of living with family Non-Paid: Given by Friends and neighbors Generic: Public benefits Specialized: disability-specific
8. Ways to help people with Intellectual Disabilities Succeed Normalization Ppl with ID should be exposed to a “normal life” that is close to “regular circumstances” - This theory closed down US Institutions Dignity of Risk (allowed to make mistakes) Token economics Positive reinforcement Direct instruction Task analysis (break down)
9. Select objectives specific to the skill being taught Gain student’s attention before begging instruction Actively involve the students Ensure skills are mastered before moving on Provide lots of practice Vary instruction, materials and examples Make connection to previously learned skills Include environments where the skill is to be applied Provide practice in different settings Tips for Effective Teaching…
10. ID students are not counted in state testing under NCLB… separate testing of life skills ID students often do not follow General Ed curriculum, but rather “functional and vocational curriculum” Focus on life skills: counting money, preparing meals, arranging transportation, danger words etc… Also taught “self-determination” Advocacy Decision making Community Based Instruction (CBI) Functional skills taught in correct environment EX: Counting money at store Educational Facts
11. Focus on Transitioning to self-sufficiency Quality of Life Vocational Rehab Career training and placement by Gov’t Sought out by person with ID = Mild Support Employment Gov’t program that support disabled ppl in competitive job market Ultimate Goal: Independence
