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Cognitive Disabilities

Cognitive Disabilities. Intellectual Disabilities across the continuum Education of Students with Severe and Multiple Disabilities. What is Intellectual Disability?. American Association on Mental Retardation (AAMR) definition (1992)

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Cognitive Disabilities

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  1. Cognitive Disabilities Intellectual Disabilities across the continuum Education of Students with Severe and Multiple Disabilities

  2. What is Intellectual Disability? • American Association on Mental Retardation (AAMR) definition (1992) • Now the American Association on Intellectual and Developmental Disabilities (AAIDD) • Updated in 2003 • Limitations in Intellectual Functioning • Two standard deviations below the mean on intelligence tests • Limitations in adaptive skill • Age of onset – prior to 18 years

  3. Classification of Intellectual Disability • DSM-IV-T-R • Diagnostic and Statistical Manual of Mental Disorders, 4th Text Revision • Mild • Moderate • Severe • Profound

  4. Levels of Support • Intermittent • Limited • Extensive • Pervasive Types of Support • Formal • Informal

  5. Sociocultural Economic Poor nutrition/medical care Fewer opportunities for learning Biomedical Chromosomal Metabolic Brain disease Behavioral/ Environmental Maternal infection Drug/alcohol abuse Postnatal infection Trauma Unknown Causes Causation

  6. Physical Characteristics • May be no physical characteristics • More severe impairments – more physical issues

  7. Who are Students with Severe Disabilities? • Individuals who are in need of intensive support across the lifespan in critical areas of development • Self-help • Social • Cognitive • Physical

  8. TASH Definition of Severe Disability www.tash.org “Individuals of all ages who require extensive ongoing support in more than one major life activity in order to participate in integrated community settings and to enjoy a quality of life that is available to citizens with fewer or no disabilities. Support may be required for life activities such as mobility, communication, self-care, and learning as necessary for independent living, employment and self-sufficiency (Myer et al., 1991, p.19)”

  9. Diagnoses associated with severe disabilities • Autism/PDD • Developmental Disabilities • Dual Diagnoses (e.g., sensory impairments) • Physical impairments • Genetic Disorders http://www.familyvillage.wisc.edu

  10. Who has the severe disability?

  11. Effects on Learning • May learn at a slower pace • May have difficulty with retention of information • May have difficulty using information that they have learned – generalization • Problems with abstractions

  12. Learner Characteristics • Problems with self-regulation • Strategies for learning • Metacognitive strategies • Adaptive skills – being able to adapt to the demands of the environment • Generalization of classroom skills to the “real world” • More distractibility • Social skills • Lower self-image and expectations for failure

  13. Education of Students with Severe Disabilities Education and services will be needed across the lifespan Early Intervention Services are critical Also need to take a team approach to learning Need to focus on the needs of parents Respite care In-home help Education and support

  14. Where should teaching take place? • Early – segregated settings with kids similar to them • Now – more benefit from inclusion in the general education environment • IDEA – continuum of placements • Students should be educated in the Least Restrictive Environment • Community-based instruction “What you teach is what you get, and where you teach it is where you are going to get it”

  15. Gen Ed Pull-out Resource Room Self-Contained Most of the Day Self-Contained Classroom Segregated School Home & Hospital Continuum of Placements

  16. Special Educators Child Peers General Educators Paraprofessionals Who should be teaching?

  17. Education of Students with Intellectual and Severe Disabilities • Early intervention is key! • Based upon the achievement of developmental milestones (Developmentally Appropriate Practice) • Head Start – federally funded preschool program for students at risk for school failure

  18. Curricular Focus • For some kids - Shift from academic instruction to functional skills • Self care skills • Social skills • Communication • Functional academics • Job Training • Goals should be meaningful to the person’s life and age appropriate • Should have access to the general education curriculum regardless of disability

  19. Academic Achievement

  20. Elementary School • Focus – decreasing dependence upon others and adapting to the natural environment • Motor Skills • Self-Help Skills • Social Skills • Communication Skills • Functional Academics

  21. Adolescence • Personal independence and community participation • Social participation in community activities • Self-determination and Self Advocacy • Employment preparation • Must occur before graduation • Focus on opportunities in the general area • More specific as graduation approaches • Collaboration between school and adult services

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