1. Promising Practices Part I

2. Part 1 - History • Mission philosophy-please read on page 4 • What are the key elements of this mission philosophy? • Terminology • Historical practices • Jean-Marc Itard • Edouard Seguin • Institutions for persons with mental retardation

3. Part 1 - History • Influences on services for persons with mental retardation • ARC • AAMR • Parent organizations • President Kennedy-President’s Panel on Mental Retardation • Historical review-chart page 11

4. Developmental Cognitive Disability (DCD) • Why this term? • MI confused with mental illness • Mental retardation still used by DSM IV, IDEA, AAMR • Developmental-reflects intellectual functioning and adaptive behavior • Developmental Disability used by community services (licensure) • DCD is subset of Developmental Disability group

5. Developmental Disability • Defined • Severe, chronic disability • Attributable to a developmental or physical impairment • Manifested before age 22 • Likely to continue indefinitely • Substantial functional limitations in 3 or more areas • Self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent functioning, economic self-sufficiency

6. Mental Retardation Defined (AAMR): • Significant subaverage intellectual functioning existing concurrently with deficits of adaptive behavior and manifested in the developmental period • Disability that begins before age 18 • Significant limitations in both intellectual functioning and in adaptive behavior

7. Adaptive Behavior • PUT DEFINITION HERE • Collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives • Part of definition-to reduce reliance on IQ • Different from maladaptive behavior

8. Systematic Observation • Used later in our definition • Objective and organized means of gathering data to confirm or validate the criteria

9. Functional Curriculum • Instructional content that focuses on the concepts and skills needed by students in the areas of personal, social, daily living, and occupational adjustment (Clark, 1991) • Appropriate blend of academic and functional skills in school, home, and community settings

10. Functional Skills:Evaluation for IEP Goals/Objectives • Skills are practical and useful • Acquisition improves performance in school, home, community • Demonstrated an actual need for the skill? • Skill have survival value? • Functional relevance to a skill developed later? • Needed in the future? • Individual expressed desire for skill? • Parents/guardians believe skill increases adaptive functioning in home?