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Intelletual Disability

Intelletual Disability. James River Special Education. What is Intellectual Disability?. Intellectual Disability (ID) affects 1 - 3% of the population; is not unique to specific racial, ethnic, educational, or economic backgrounds; is more common in males than in females.

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Intelletual Disability

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  1. Intelletual Disability James River Special Education

  2. What is Intellectual Disability? Intellectual Disability (ID) • affects 1 - 3% of the population; • is not unique to specific racial, ethnic, educational, or economic backgrounds; • is more common in males than in females.

  3. What Is The Definition of ID? According to the American Association on Intellectual and Developmental Disabilities (AAIDD) it includes: • significant limitations both in intellectual functioning and in adaptive behavior; • IQ test score around (or below) 70 or as high as 75 • Onset before 18 years of age

  4. How Prevalent is ID? • Approximately 4.6 million Americans are identified as ID (1-3%) • Around 575,000 children receive special education services in school. • 1 out of every 10 children who need special education has some sort of ID.

  5. Degrees of Severity • There are four degrees of severity based on IQ scores. • Mild (IQ = 50 - 70) • Moderate (IQ = 35 - 55) • Severe (IQ = 20 – 40) • Profound (IQ < 25) ***People of average intelligence score from about 85 - 115 on IQ tests.

  6. The “Normal” (Bell) Curve IQ Range of ID

  7. Mild • Mild ID affects 85% of people with the disability. • They can develop academic skills around the sixth-grade level. • They can work and live in the community with assistance. • Some marry and have children.

  8. Moderate • About 10% of people with ID are at the moderate level. • They can achieve academic skills up to the second-grade level. • As adults, most can work at unskilled or semiskilled jobs with supervision. • They are unlikely to live independently.

  9. Severe • 3 to 4 % of people with ID are in the severe range. • Some may learn to talk during childhood and develop basic self-care skills. • They can perform simple tasks with close supervision. • They often live in group homes or with their families.

  10. Profound • 1 to 2 % of individuals with ID have IQs in the profound range; • They may be able to develop basic self-care and communication skills with appropriate support and training. • Their retardation is often caused by an accompanying neurological disorder. • Profoundly retarded people need a high level of structure and supervision

  11. Causes of ID • Genetic abnormalities (Down Syndrome, Fragile X Syndrome, PKU) • Prenatal conditions (malnutrition, use of alcohol or drugs, environmental toxins, infections, diseases) • Problems at birth (premature birth or low birth weight, oxygen deprivation) • Infectious diseases (measles, chicken pox, whooping cough, encephalitis, meningitis)

  12. Identification of ID • Observation • Ability and Achievement Testing • Adaptive Skills Assessment

  13. Classroom Implications • Students learn at a slower rate than peers; • They require more repetition; • They need additional time; • They think in concrete terms; • They require “hands-on” learning; • They have impaired social interaction skills;

  14. More Classroom Implications • Students have impaired language skills (receptive and expressive); • They require assignments or projects to be task analyzed or broken into small steps. • Students need direct instruction; they don’t pick things up through observation as peers do.

  15. What Can Teachers Do? • Remember that you have a tremendous impact on students; • Accept them as individuals and work to make them a part of your class; • Provide awareness opportunities for other students;

  16. What Can Teachers Do? • Provide additional time; • Provide “hands-on” activities; • Break tasks into smaller components; • Use alternate means of assessing other than a test; • Provide word-banks, multiple-choice questions, etc.

  17. What Can Teachers Do? • Provide study guides that allow the student to concentrate on important details; • Highlight key words and phrases; • Help the student generalize skills, by allowing skills practice in other environments; • Think “survival skills”—What will the child need most in the world outside of school?

  18. What Can Teachers Do? • Provide multisensory learning opportunities. • Provide for work experience or on-the-job training where skills that are learned can be practiced. Much of what teachers are asked to do depends on the level of the disability.

  19. Resources • www.aaidd.org • www.cec.sped.org • www.minddisorders.com/Kau-Nu/ Mental-retardation.html • www.thearc.org

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