Do I have an Intellectual Disability? | |
File Size: | 20 kb |
File Type: | docx |
Do I have an Intellectual Disability? answers | |
File Size: | 20 kb |
File Type: | docx |
Handout for Classmates
Definition: Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior expressed in conceptual, social, and practical adaptive skills. The disability originates before age 18.
Adaptive Behaviors
The degree to which the individual meets "the standards of maturation, learning, personal independence, and/or social responsibility that are expected for his or her age level and cultural group. Particular important are the skills necessary to function independently."
Adaptive Skills- conceptual, social, and practical
Prevalence: the proportion of a population found to have a condition. Significant variance across the states. Although the process has
changed, there has been an increased commitment to includion in the field of ID as there has been in education in general. But, the placement of students into programs outside of general education is still predominant.
*Nearly 56.9% of these students are removed from the general education classroom and placed in a seperate environment for atleast 60% of the day!!!!
Depending on the individual state, there is a strong commitment to educating students with intellectual disabilities in inclusive settings while other states still reflect a significant commitment to nongeneral education settings for the majority of students with ID.
Educators must realize that setting alone does not represent an effective intervention for the students.
Characteristics:
* It is difficult to characterize students with an intellectual disability because there is a very diverse group of individuals identified
Areas where where mild characteristics are shown
attention- attention span, focus, and selective attention
metacognition- strategies in learning and organization of learning
memory- short and long term
generalization learning- applying knowledge to new tasks, using previous experiences to solve problems
motivational considerations- external locus of control, outerdirectedness, low expectations by others and for self
cognitive development- engaging in abstract thinking and symbolic thought
language development- difficulty with receptive and expressive language and articulation
academic development- decoding text, reading comprehension, math computation, problem-solving, and self-directed expression
social-behavioral interaction- classroom behavior, peer acceptance, and display of emotion
social responding- social perception, gullibility, suggestibility, desire to please, and masking disability
Areas where severe characteristics are shown
- difficulty with adaptive behavior
- limited academic skills
- need for social skills development
- difficulty with generalizing knowledge and skills
- challanges with metacognition
- delays of language development
- possible memory problems
Cause:
There are hundreds of known causes of ID, and at the same time, numerous cases for which the cause is unknown. There are no identifiable causes for mild Intellectual Disability (Smith, Polloway & Patton, 2012).
Two Group Model
Group One- Known and biological causes, results in intellectual disabilities at all levels.
Examples:
Group Two- Presumed to be impacted by psychosocial factors coupled with environmental influences. Possible causes can be identified but precise contributions can rarely be confirmed.
Examples:
Evidence-Based Instructional Strategies:
1. Step by Step...
Step by Step is a community based transition program (CBTP) that allows students to transition from school to learning skill development before going out into the real-world. It allows students who are entitled to special needs services until 22 receive them by learning skills to allow them to adjust more easily into society.
The community based transition programs have a teacher and a job coach for every couple students to plan goals and provide support to the students. The teachers and job coaches are able to address the students' needs and reinforce appropriate work and community behaviors.
2. Check in/Check out...
Children with intellectual disability (ID) often have difficulties displaying the appropriate behaviors at the appropriate times. They may have a difficult time forming and maintaining reciprocal relationships with peers & often experience social isolation.
Five Steps to CICO:
Check in
Receive feedback
Check out
Home component
Return to school
Progress monitoring: Regular meetings can assure that sufficient modifications are made in order to promote the success of students with ID.
Inappropriate behaviors: Teachers should change the DPR to reflect the behaviors the students needs feedback on the most.
Generalization: DPR allows students with ID to be included in the LRE and still receive feedback on their behavior. If using CICO with students who participate in the general classroom, then teachers must be properly trained on how to provide feedback.
3. Making Presentation Software More Accessible...
Tips to create a more accessible slide show:
Keep these pointers in mind:
Shorten the slide show, Enrich the slide show, Audio output options,
Content specific vocab, Different printing options, Code the content
Website: www.intdis.weebly.com
Adaptive Behaviors
The degree to which the individual meets "the standards of maturation, learning, personal independence, and/or social responsibility that are expected for his or her age level and cultural group. Particular important are the skills necessary to function independently."
Adaptive Skills- conceptual, social, and practical
Prevalence: the proportion of a population found to have a condition. Significant variance across the states. Although the process has
changed, there has been an increased commitment to includion in the field of ID as there has been in education in general. But, the placement of students into programs outside of general education is still predominant.
*Nearly 56.9% of these students are removed from the general education classroom and placed in a seperate environment for atleast 60% of the day!!!!
Depending on the individual state, there is a strong commitment to educating students with intellectual disabilities in inclusive settings while other states still reflect a significant commitment to nongeneral education settings for the majority of students with ID.
Educators must realize that setting alone does not represent an effective intervention for the students.
Characteristics:
* It is difficult to characterize students with an intellectual disability because there is a very diverse group of individuals identified
Areas where where mild characteristics are shown
attention- attention span, focus, and selective attention
metacognition- strategies in learning and organization of learning
memory- short and long term
generalization learning- applying knowledge to new tasks, using previous experiences to solve problems
motivational considerations- external locus of control, outerdirectedness, low expectations by others and for self
cognitive development- engaging in abstract thinking and symbolic thought
language development- difficulty with receptive and expressive language and articulation
academic development- decoding text, reading comprehension, math computation, problem-solving, and self-directed expression
social-behavioral interaction- classroom behavior, peer acceptance, and display of emotion
social responding- social perception, gullibility, suggestibility, desire to please, and masking disability
Areas where severe characteristics are shown
- difficulty with adaptive behavior
- limited academic skills
- need for social skills development
- difficulty with generalizing knowledge and skills
- challanges with metacognition
- delays of language development
- possible memory problems
Cause:
There are hundreds of known causes of ID, and at the same time, numerous cases for which the cause is unknown. There are no identifiable causes for mild Intellectual Disability (Smith, Polloway & Patton, 2012).
Two Group Model
Group One- Known and biological causes, results in intellectual disabilities at all levels.
Examples:
Group Two- Presumed to be impacted by psychosocial factors coupled with environmental influences. Possible causes can be identified but precise contributions can rarely be confirmed.
Examples:
Evidence-Based Instructional Strategies:
1. Step by Step...
Step by Step is a community based transition program (CBTP) that allows students to transition from school to learning skill development before going out into the real-world. It allows students who are entitled to special needs services until 22 receive them by learning skills to allow them to adjust more easily into society.
The community based transition programs have a teacher and a job coach for every couple students to plan goals and provide support to the students. The teachers and job coaches are able to address the students' needs and reinforce appropriate work and community behaviors.
2. Check in/Check out...
Children with intellectual disability (ID) often have difficulties displaying the appropriate behaviors at the appropriate times. They may have a difficult time forming and maintaining reciprocal relationships with peers & often experience social isolation.
Five Steps to CICO:
Check in
Receive feedback
Check out
Home component
Return to school
Progress monitoring: Regular meetings can assure that sufficient modifications are made in order to promote the success of students with ID.
Inappropriate behaviors: Teachers should change the DPR to reflect the behaviors the students needs feedback on the most.
Generalization: DPR allows students with ID to be included in the LRE and still receive feedback on their behavior. If using CICO with students who participate in the general classroom, then teachers must be properly trained on how to provide feedback.
3. Making Presentation Software More Accessible...
Tips to create a more accessible slide show:
- Use high quality images
- Minimize text (6 x 6 rule)
- Stick to "Big Ideas"
- Include audio and visual
- Use contrasting colors
- Do not over use animations
Keep these pointers in mind:
Shorten the slide show, Enrich the slide show, Audio output options,
Content specific vocab, Different printing options, Code the content
Website: www.intdis.weebly.com