Learners with Intellectual Disabilities

1. Learners with Intellectual Disabilities Dr. George Giuliani Hofstra University

2. LEARNERS WITH INTELLECTUAL DISABILITIES (ID) I. Definition II. Prevalence III. Levels of Intensities and Supports IV. Degrees of ID V. Causes of ID VI. Classroom Management Strategies

3. I. Definition • Intellectual disabilities (ID) means significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

4. I. Definition • "General intellectual functioning" is typically measured by an intelligence test. Persons with intellectual disabilities usually score 70 or below on such tests (or at least 2 standard deviations below the mean on the normal curve).

5. I. Definition • "Adaptive behavior" refers to a person's adjustment to everyday life. • It refers to an individual’s ability to meet social requirements of his or her community that are appropriate for his or her chronological age. • It is an indication of independence and social competency. • The current emphasis on adaptive behavior in defining intellectual disabilities is due to the realization that students can be “streetwise” despite having low IQ test scores.

6. I. Definition • Many authorities say that adaptive behavior consists of social intelligence and practical intelligence. • Adaptive behavior typically assessed by a parent, teacher or professional who answers questions related to the student’s behavior. • Children with intellectual disabilities become adults; they do not remain "eternal children." They do learn, but slowly, and with difficulty. • The prevailing opinions is that, for some children, intellectual disabilities are not a permanent condition.

7. I. Definition • Note: In the United States, “Intellectual Disability” is a new term in IDEIA. Until October 2010, the law used the term “mental retardation.” • In October 2010, Rosa’s Law was signed into law by President Obama. Rosa’s Law changed the term to be used in future to “intellectual disability.” The definition of the term itself did not change.

8. I. Definition • Professionals have become more cautious in diagnosing intellectual disabilities for all of the following: • the stigma associated with the label. • the belief that intellectual disabilities are a socially constructed condition. • overrepresentation of children from ethnic minority groups.

9. II. Prevalence • Research suggest that approximately 2.27% of the general population has intellectual disabilities (when both intelligence and adaptive behavior measures are used).

10. III. Levels and Intensities of Support • Supports are defined as the resources and individual strategies necessary to promote the development, education, interests, and personal well being of a person with ID. • Supports are strategies and resources that a person requires to participate in activities associated with normative human functioning are • Supports can be provided by a parent, friend, teacher, psychologist, and doctor or by any appropriate person or agency.

11. 4 Levels of Intensities and Supports The 4 Levels of Intensities and Supports (from least to most intensive and supportive) 1. Intermittent 2. Limited 3. Extensive 4. Pervasive

12. 1.Intermittent Support Intermittent Support- Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work).

13. 2. Limited Support Limited Support - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature.

14. 3. Extensive Support Extensive Support - Regular, daily support is required in at least some environments (e.g. daily home-living support).

15. 4. Pervasive Support Pervasive Support - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

16. IV. Four (4) Degrees of ID Intellectual disabilities may also be broken down into 4 sub-categories (Degrees): 1. Mild 2. Moderate 3. Severe 4. Profound This categorization is not as widely accepted as the” Levels of Support” definitions

17. 1. Mild ID • IQ 55-69 • Make up 85% of all ID cases • Can read up to 7th grade level • Require some supervision and support • Will require special education services • Can be in regular school with special ed. services • Can get jobs later in life and be relatively independent

18. 2. Moderate ID • IQ 35-54 • Make up 10% of all ID cases • Need a very structured classroom environment-Normally taught in self-contained classrooms • Will need more supervision later in life • Can get jobs but will be very basic semi-skilled ones • Difficulties with gross and fine motor coordination

19. 3. Severe ID • IQ 20-34 • Make up about 3% of ID population • Goal is to teach daily living skills and survival skills • Will most likely have to live in a group home or special school

20. 4. Profound ID • **Severe problems in all areas of what was discussed w/re to Severe ID • Will need constant supervision • **Have limited, if any speech • ** IQ less than 20

21. V. Causes of Intellectual Disabilities ID can be caused by any condition which impairs development of the brain before birth, during birth or in the childhood years. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown. In recent years, the percentage of cases in which the cause of intellectual disabilities is known has dramatically increased due to the mapping of the human genetic code.

22. V. Causes of ID • A common way to categorize causes of intellectual disabilities is to consider the time at which the cause occurs. • Prenatal-Occurring before birth • Perinatal-Occurring during birth process • Postnatal-Occurring after birth

23. Down Syndrome • Down syndrome is an example of a chromosomal disorder. Chromosomal disorders happen sporadically and are caused by too many or too few chromosomes, or by a change in structure of a chromosome. • Trisomy 21-Extra chromosome on #21 • We have 23 pairs = 46 DS = 47 (3 on # 21). • Older women are, greater the likelihood of Down’s Syndrome child.

24. Down Syndrome • Individual with Down Syndrome have a very distinct look, which includes: • epicanthal folds in the corner of her eyes • small stature • decreased muscle tone • speckling of the iris of the eye • a small oral cavity • short, broad hands with a single palmar crease. **See photo on next slide

25. Down Syndrome

26. Phenylketonuria (PKU) • Phenylketonuria (PKU)- A genetic disorder whereby the child is not able to break down an amino acid, phenylalanine (found in many common foods) • Failure to break down phenylalanine can lead to brain damage

27. Drugs and Fetal Alcohol Syndrome • Use of alcohol or drugs by the pregnant mother can cause ID. • Fetal Alcohol Syndrome (FAS)-Occurs when the mother’s excessive alcohol use during pregnancy has toxic effects on the fetus, including physical defects and developmental delays • Fetal alcohol syndrome is classified as resulting from an environmental hazard

28. Fetal Alcohol Syndrome

29. Perinatal • A variety of problems occurring while giving birth can result in brain injury and intellectual disabilities • If a child is not positioned properly in the uterus, brain injury can result during delivery • One problem that sometimes occurs because of difficulty during delivery is anoxia • Anoxia: Complete deprivation of oxygen • Infections such as syphyllis and herpes simplex can be passed from mother to child during childbirth. These venereal diseases can potentially result in intellectual disabilities • Low birth weight can also be a perinatal cause of ID

30. Postnatal Issues • Illnesses: Childhood diseases such as: chicken pox, measles, and any disease which may lead to meningitis can damage the brain, as can accidents such as a blow to the head or near drowning. • Toxins: Lead, mercury and other environmental toxins can cause irreparable damage to the brain and nervous system.

31. Postnatal Issues • Poverty and cultural deprivation - Children in poor families may have intellectual disabilities because of: • Malnutrition • Disease-producing conditions • Inadequate medical care • Environmental health hazards

32. Postnatal Issues • Also, children in disadvantaged areas may be deprived of many common cultural and day-to-day experiences provided to other youngsters. • Research suggests that such under-stimulation can result in irreversible damage and can serve as a cause of ID.

33. Characteristics of Children with Intellectual Disabilities • 2-4 years behind in all areas of cognitive development (e.g. reasoning, problem-solving, working memory) • Working memory: The ability to keep information in mind while simultaneously doing another task is • Low achievement in most or all academic areas (e.g. reading comprehension, mathematics, written expression) • Short attention span and easily distractible • Delays in speech development • Poor metacognition skills (a person’s awareness of what strategies are needed to perform a task, the ability to plan how to use the strategies, and the evaluation of how well the strategies are working)

34. Characteristics of Children with Intellectual Disabilities • Difficulties with learning concepts • Academic difficulties last across the school years • May seem to learn more slowly than do other students • Difficulty with working memory tasks (e.g. math facts or spelling words) • May seem to remember information one day, and forget it the next • Difficulty using academic strategies (e.g. note taking, memorizing definitions)

35. Characteristics of Children with Intellectual Disabilities • Difficulties with more advanced academic skills related to content (e.g. math word problems, identifying themes and symbols in literature) • Delays in language may affect reading • May have difficulty comprehending and summarizing what has been read • Weak vocabulary (knowledge of words) • May operate at a concrete rather than abstract level of thinking • Gullibility (believe whatever one is told, even highly questionable statements or claims, despite any evidence.

36. Characteristics of Children with Intellectual Disabilities • May lack understanding of personal safety or community navigation issues • Has trouble linking actions to consequences • May be clumsy • May use simple language with short sentences • May need reminders about hygiene - washing hands, brushing teeth, etc. • Exhibits problem behaviors and some immaturity • Displays some obsessive / compulsive behaviors • Difficulty following rules and routines

37. Characteristics of Children with Intellectual Disabilities • Difficulty bathing, dressing, grooming, and / or feeding one’s self • Language may be slow to develop • Speech may be delayed, or there may be no speech at all • Difficulty understanding and using language (verbal and nonverbal) • Social skills may be poor (relationships with family and friends) • May misinterpret the intentions of others • May believe that they have little control over what happens to them and that they are primarily controlled by other people and events (This is called locus of control)

38. VI. Classroom Management Strategies • Allow for many breaks throughout the school day. • Children with ID may require time to relax and unwind. Performing tasks will entail using more energy on their part and you must therefore allow them to take many breaks over the course of the school day.

39. VI. Classroom Management Strategies • Always speak directly to the child so he can see you-Never speak with your back to him. • The child with ID needs direct contact, and if your back is turned, he may not know that the attention you are giving him is actually being directed at him.

40. VI. Classroom Management Strategies • Assign jobs in the classroom for the child so that he can feel success and accomplishment. • Give him ones that you know he can succeed at and feel good about (i.e. erasing the blackboards).

41. VI. Classroom Management Strategies • Monitor the child’s diet. Some children with ID are on very strict diets. • During snack time or lunchtime, be sure you know what the child is and is not allowed to eat. Children will have a tendency to “swap lunches or snacks” and in this case it might be harmful if you are not alert to what is happening.

42. VI. Classroom Management Strategies • Build a foundation of success by providing a series of short and simple assignments. • Many children with ID experience learned helplessness (a condition wherein a person believes that no matter how hard he or she tries, failure will result) • In this way, the child can gain a sense of confidence and success. • Research has consistently shown that students who are positively reinforced for correct responses learn at a faster rate than when they are not reinforced.

43. VI. Classroom Management Strategies • Encourage interaction with children without disabilities.

44. VI. Classroom Management Strategies • Have the child be part of a team that takes care of the class pets or some other class activity. • Calling it a team will make the child feel more connected.

45. VI. Classroom Management Strategies • Provide the child with some simple job that requires the other students to go to him. • For example, place him in charge of attendance and have him check off the children when they report in.