Students with Intellectual and Developmental Disabilities Chapter 8 Students with Intellectual and Developmental Disabilities

IDEA Definition “…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.”

AAIDD Definition Characterized by intellectual and adaptive behavioral limitations emerging before 18 years of age: Must be assessed in environments typical for age and culture Must consider cultural, linguistic, communication, and sensory factors Must consider strengths as well as limitations Purpose of describing limitations is to develop support needs Appropriate personalized supports will, over time, improve the life functioning of the individual with ID

Assumptions Essential to the Application of the Definition Within an individual, limitations often coexist with strengths. An important purpose of describing limitations is to develop a profile of needed supports. With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disabilities generally will improve.

Prevalence of Intellectual Disabilities No single prevalence estimate is definitive Little research on gender differences Disproportionate representation of African American males (2.75 times more likely than others to be identified) 0.75% in special education + 0.16% more served

Causes of Intellectual Disability Most are unknown Prenatal (before birth) Chromosomal abnormalities (Down Syndrome) Genetic mutations (William’s Syndrome, Fragile X Syndrome), Fetal Alcohol Syndrome Perinatal (during/immediately after birth) Premature birth, low birth weight, anoxia Postnatal (after birth) Accidents or illnesses (e.g., encephalitis, brain injury)

Fetal Alcohol Syndrome “

Fetal Alcohol Syndrome (FAS) Male infant born at term and died at 10 weeks due to a sudden cardiac arrest (see picture at right). The mother's alcohol drinking included   up to a gallon of wine at a time several times a week. The child had hydrocephalus (excess water in the brain) and typical facial features of fetal alcohol syndrome (FAS). The cerebellum (which controls coordination and movement) was "extremely small and poorly shaped (see picture at right)." The brainstem (responsible for processes such as breathing and body temperature) was also grossly malformed.

The photograph at left shows the brain of an infant girl who died at 6 weeks. The mother was categorized as a chronic alcoholic. The child’s head circumference was 27 centimeters at birth and did not grow at all during her 6 weeks of life (normal head circumference is approximately 35 centimeters - about 13 and 3/4 inches).

Fetal Alcohol Syndrome. Low birth weight Developmental delay Epilepsy Poor coordination / fine motor skills Behavioral problems

Down Syndrome (Trisomy 21)

1:733 births, and more than 350,000 people in the U.S. ”

Down Syndrome (Trisomy 21) Physical Deformities flattening of the back of the head slanting of the eyelids short stubby limbs thick tongues heart problems overly flexible joints shorter than normal height

The rate of Down syndrome births increases steeply as the mother’s age increases.

Sex chromosome Abnormalities Fragile X syndrome: one arm on X is fragile (Leg of X barely connected) Usually males (sex-linked inheritance) Most common heredity cause of intellectual disabilities

FRAGILE X SYNDROME Sex-linked: affects mostly males eye & vision impairments Hyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palate Autism and autistic-like behavior Prominent ears hand biting and hand-flapping Intellectual Disability Hyperactivity and short attention span

Sex chromosome Abnormalities Turner’s syndrome: 1/3000 females Single X chromosome (XO) : small, unable to reproduce, stubby fingers, webbed neck, normal verbal IQ, mild performance IQ deficits, visual-spatial skills problems

Sex chromosome Abnormalities Klinefelter syndrome: 1/200 males XXY: Sterility, feminine traits, can show mild intellectual disabilities, deficits in language learning or reading impairment; deficits in executive functions, may also be delays in motor development

William’s Syndrome absence of genetic materials on the 7th pair of chromosomes. “elfish” face Highly personable Relatively good language skills Musical ability Behavior problems Cardiovascular problems “miss the forest for the trees.” Mild-Moderate IQ impairments

Phenylketonuria (PKU) Microcephaly Seizures hyperactivity Excessive phenylalanine in the blood Phenylalanine in meat, dairy products, fish, grains and legumes “Copyright© Allyn & Bacon 2006”

Prader-Willi Syndrome Effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate intellectual disabilities - Insatiable appetite

Angelman’s syndrome Flat heads, jerky movements, protruding tongues, and bouts of laughter. Infants appear normal at birth, exhibit noticeable developmental delays by 6 to 12 months. Speech impairment is pronounced, with little to no use of words. Often display hyperactivity and movement and balance disorders that can cause severe functional deficits.

“Copyright© Allyn & Bacon 2006” Infection Congenital rubella pregnant woman who has contracted rubella during her first trimester - microcephaly - heart defects - intellectual disabilities Toxoplasmosis litter boxes and garden soil. - encephalitis - heart - liver - eyes - intellectual disabilities “Copyright© Allyn & Bacon 2006”

The Wechsler Scales Full Scale IQ Verbal IQ Performance IQ (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale-Revised Ages 16-89 Stanford-Binet V (ages 2 – 80)

WAIS - III

The Normal Curve

Traditional IQ Score Range Mild Profound Moderate Severe Percentage of Population 2% 13.5% 34% 34% 13.5% 2% IQ 25 40 55 70 85 100 115 130 145 160 175

AAIDD Levels of Support How Much Support? Intermittent Least Limited Extensive Pervasive Most

AAIDD Classification System

Cognitive Characteristics Children with intellectual disabilities: process smaller amounts of information than their typically developing classmates (Working memory). may rely on a limited set of problem-solving strategies, which can cause difficulty when new, different, or complex problems arise may have difficulty using cognitive skills such as metacognition, memory, and attention. experience difficulty transferring skills from one context to another (also known as generalization).

Social Characteristics More likely to be rejected by peers Immature behavior Inappropriate responses in social situations Difficulty understanding subtle social cues

Adaptive Behavior Characteristics Deficits in: Motivation (outer directedness) Communication Self-care Home living Social skills Leisure Health and safety Functional academics Community use Copyright © Allyn & Bacon 2006

Vineland Adaptive Behavior Scales II (VABS – II) Parent/Caregiver Rating Form, Interview Form - 0 through 90 Teacher Rating Form 3 through 21 years,11 months

Curriculum General Education Curriculum Reading, writing, math, social studies Life Skills Curriculum Applied academic skills Community-based instruction Applied money concepts Applied time concepts Community mobility and access Grooming and self-care Health and safety Career education

Instructional strategies Task analysis--The process of breaking down a task or skill into its component parts. Cooperative learning--a strategy that provides children of various skill levels with a task to complete together. Peer tutoring or peer support programs--related strategies for teaching students with intellectual disabilities in general education settings.

Instructional strategies Teach students in small groups (three or four students). Teach one concept or skill at a time. Teach steps or strategies for learning (a plan for remembering or sequencing information). Provide ample opportunity for practice (practice often, but don’t overload). Use prompts to promote correct responding (examples, modeling, physical guidance).Use clues or guides that maximize the probability that a student will answer correctly or attend to the appropriate material. Teach skills that are meaningful and can be practiced often.

Self-determination describes the active role the student takes in decision-making and self-advocacy. May need to be taught to students with intellectual disabilities. Many educators feel that a deep level of participation by the student is critical to a successful transition plan.