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Chapter 4 Learners with Intellectual and Developmental Disabilities

Chapter 4 Learners with Intellectual and Developmental Disabilities. Eileen B. Raymond. Naming Cognitive Impairments over the years…. Idiot, moron, imbecile Feeblemindedness Mental deficiency Mental handicap Mental retardation Intellectual disability (2000s).

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Chapter 4 Learners with Intellectual and Developmental Disabilities

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  1. Chapter 4 Learners with Intellectual and Developmental Disabilities Eileen B. Raymond

  2. Naming Cognitive Impairments over the years… • Idiot, moron, imbecile • Feeblemindedness • Mental deficiency • Mental handicap • Mental retardation • Intellectual disability (2000s)

  3. History of Definitions (1919-1983) • 1919: AAMD formed Committee on Classification; definition includes IQ generally 2 SD below mean (70) • 1959: provided uniform terminology for a dual classification system (medical and behavioral); IQ moved to 1 SD below the mean (IQ 85); added adaptive behavior • 1973: IQ changed back to 2 SD below mean (IQ 70); defined adaptive behavior deficits more explicitly • 1983: IQ a guideline; professional judgment needed to evaluate IQ and adaptive behavior; IQ guideline could be flexible.

  4. History of Definitions (1992-2010) • 1992: new focus on present functioning; used IQ and a profile of strengths and deficits in 10 areas of adaptive behavior to determine support needs • 2002/2010: uses IQ and measures of adaptive skills in conceptual, social and practical areas; personalized support plans to reduce deficits over time

  5. Normal Distribution of Population Traits

  6. ID/MR Definitions and the Normal Curve

  7. IDEA Definition:Intellectual Disabilities • significantly sub-average (<2 SD below mean) general intellectual functioning • existing concurrently with deficits in adaptive behavior • manifested during the developmental period.

  8. Applying the IDEA Criteria for Intellectual Disabilities Classification

  9. AAIDD (2010) Definition • Intellectual Disability is characterized by significant limitations in both: • intellectual functioning AND • conceptual, social, and practical adaptive skill areas. • Intellectual disability originates before age 18.

  10. Critical Assumptions of Use of theAAIDD 2010 Definition • Limitations must be assessed within and with respect to community and cultural contexts/ involvement. • Assessments must consider cultural and linguistic diversity, communication, sensory, motor, and behavioral factors. • Limitations and strengths often coexist. • Identifying limitations is used to guide development of profile of needed supports. • With appropriate supports, life functioning should improve over time.

  11. 2010 AAIDD Diagnostic Process • Determine if the individual meets the criteria for identification as a person with intellectual disability • Identify functional strengths and weaknesses, and the need for supports • Identify needed supports and determine the appropriate intensity

  12. Definition: Developmental Disabilities A severe chronic disability in a person 5+ years of age: • attributable to a mental and/or physical impairment • manifested before age 22 • likely to continue indefinitely • includes substantial functional limitations in 3 or more major life activities, such as: self-care, language,learning, mobility, self-direction, independent living, economic self-sufficiency • indicates a long-term need for individualized specialized services

  13. Dever’s Alternative Definition from an Instructional Perspective • Defined ID as the need for training in skills most people learn on their own • Relates to skills needed for independent community living • Goal: acquiring independence • Degree of disability is related to the amount and intensity of instruction needed to achieve goal of independence.

  14. AAMD (1983) Terminology for Levels of Impairment

  15. Intensities of Support(AAMR 1992/2002)

  16. AAIDD (2010) Systems of Supports Reprinted with permission from Intellectual Disability: Definition, Classification, and Systems of Supports (11th ed., p. 112) by American Association on Intellectual and Developmental Disabilities (2010).

  17. Developing a Supports Plan • Identify life experiences and goals. • Assess support needs required to work toward goals (type/intensity). • Develop individualized supports plan. • Monitor progress toward goals. • Adjust plan as needed.

  18. Biological Causes Of Intellectual Disability (25%) • Genetic/chromosomal abnormalities • Neural tube birth defects • Infections • Toxins • Brain injuries • Prematurity

  19. Environmental Causes Of Intellectual Disability (75%) • “Adverse environmental influences” • Malnutrition • Environmental deprivation • Child abuse/neglect

  20. Concept of Reaction RangeHypothetical effect of genetics and environment on cognitive functioning

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