Teaching Students with Intellectual Disabilities

Defined Intellectual Disabilities: Significant limitations both in intellectual functioning and in adaptive behavior. Significantly sub-average intellectual functioning (www.isbe.net/spec-ed/categories.html)

Adaptive Behavior as related to ID Limitations in 2 or more adaptive skill behaviors: Conceptual: language, reading, etc Social Skills: responsibility, interpersonal, etc Practical Skills: daily living ( eating, dressing, hygiene), meals, medications, transportation, housekeeping, etc. Leisure and work, academics, health and safety

Etiology ~ 3 out of 100 people have ID 613,000 children (6-21, nationally have ID) 2008: 24,314 students (6-21 in Illinois) 2008: 381 (3-5 year olds in Illinois) Genetic conditions Abnormality of parental genes Genetic disorders caused during pregnancy (infections, overexposure to x-rays, etc. ) Chromosomal anomolies – D.S. and Fragile X, Prader- Willi Syndrome

. Problems during pregnancy: FAS Maternal malnutrition Illness – including HIV Environmental contaminants

Diagnosing ID IQ /intellectual functioning: Ability to learn, think, problem-solve IQ average score = 100 People below 70-75 = ID 87% of people with ID - only a little lower than average 13% score below 50 - SID Ability to live independently (adaptive skills/functioning)

Characteristics of ID Delayed motor milestones Talk later Trouble understanding social rules Trouble seeing consequences of actions

Characteristics of ID Great diversity in intelligence among people with ID Cognitive behavior Learn at slower rate Achieve less in academics Severe ID = more difficulties

Levels of Support Intermittent: As needed Limited:Consistently needed Extensive: Daily involvement in some environments Pervasive: Highly involved support p363

Conversion table (p. 375)

Motor Development & ID How would a student with intellectual/cognitive disabilities’ motor development be impacted ? Differences in motor skills related to severity of ID Most delays related to cognitive PE best environment for many to “fit in”

More severe levels of retardation = greater delay in achieving motor milestones More severe ID delays -Postural reflexes

Social /Emotional Vary greatly Inappropriate responses Difficulty understanding expectations

Fetal Alcohol Spectrum Disorders FASD – contemporary term FAE (this term is considered dated) Alcohol related birth defects (ARBD) Alcohol-related neurodevelopmental disorder (ARND) Permanent condition Gallahue described how alcohol, etc. enter fetus’ bloodstream

Leading cause of birth defects in U.S. 40,000 infants/ year $6 billion per year on FASD related problems $1.4 million over a child’s lifetime

Full FASD = Cognitive and physical defects ARND = less severe (FAE) ARND & ARBD = occur ~ 3 times as often as FAS. Currently based on Mother Researchers studying male’s role.

FAS : 100% preventable / leading known preventable causes of intellectual disability and birth defects : Lifelong condition – physically and mentally disabling condition Most children with FA related problems are not identified before they reach school age

Chromosomal Anomalies 60 types ~ 7 out of every 1000 births Many anomalies result in miscarriages Down Syndrome Prader-Willi Syndrome

Down Syndrome & CI/ID Most students with DS, have CI Trisomy # 21 ~ 1 in 800 births (2011) Distinct physical characteristics ~80 differences in physical features between people with DS and without DS ~ 40% =heart disease

Most people with DS = lower motor functions Great benefits from participation in physical activities programs Obesity concerns 29.5-50% of persons with DS = obese

Physical Characteristics Height Facial Hypotonic Hypermobility Early Onset Alzeiheimer’s Life expectancy – ~55 years, if healthy

Infants with DS – walk ~ 1 year later than infants w/o DS

Atlanto-axial subluxation – gradual and progressive Physical symptoms fatigue neck pain problems walking Weakness in any extremity Uncoordinated

Fragile X Syndrome Genetic inheritance – chromosomal disorder Most common genetic disorder First “discovered” in 1969 Affects 1 in 1,000 males and females Estimate – 80-90% of people with fragile X not correctly diagnosed

Fragile X Symptoms ADD/ADHD Autistic-like behaviors Cognitive impairments – range from LD to ID ADD/ADHD Autistic-like behaviors

Prader-Willi Syndrome Spontaneous genetic error at or near time of conception( Unknown cause) Does not affect parent, but affects child Low muscle tone, short stature cognitive impairments, behavior, chronic hunger Life threatening obesity Behavioral issues – OCD, aggression, tantrums

Educational Strategies for students with Intellectual Disabilities Task Analysis Break skill down into smaller pieces Demonstrate & have student demonstrate the skill back to you Behavior Management Consistency Choice-making Give immediate feedback Peer partners

Modifications (Mild) Rules/strategies Place in less demanding position Over teach and reinforces cognitive aspects of tasks Help other students develop sensitivity Slow down the speed of task – especially if non-competitive

Talking to GPE Students Some kids may not be able to think the same way you do. Sometimes they will be able to understand some of what you say, but not everything. They may act differently because they do not understand

Inclusion Suggestions “You can help your classmate by getting them back on task” “ You can make sure they are always included in a group.” “ All people feel hurt when other kids don’t want them play with them. Doesn’t matter who you are”