By Reginald Amey

Intellectual Disabilities Students with intellectual disabilities are classified as MID, MOID, and Sever/Profound MID- Mild Intellectual Disability MOID- Moderate Intellectual Disability Severe Profound

MID-Mild Intellectual Disabilities Intellectual development will be slow Have the potential to learn within the regular classroom, when modification and adaptations are provided IQ 50 to 70 Slower than typical in all developmental areas No unusual physical characteristics Able to learn practical life skills Attains reading and math skills up to grade levels 3 to 6 Able to blend in socially Functions in daily life

MOID-Moderate Intellectual Disabilities IQ 35 to 49 Noticeable developmental delays (i.e. speech, motor skills) May have physical signs of impairment (i.e. thick tongue) Can communicate in basic, simple ways Able to learn basic health and safety skills Can complete self-care activities Can travel alone to nearby, familiar places

Severe IQ 20 to 34 Considerable delays in development Understands speech, but little ability to communicate Able to learn daily routines May learn very simple self-care Needs direct supervision in social situations

Profound IQ less than 20 Significant developmental delays in all areas Obvious physical and congenital abnormalities Requires close supervision Requires attendant to help in self-care activities May respond to physical and social activities Not capable of independent living

What Exactly is Down Syndrome Down syndrome is a condition that impacts physical and mental abilities. The condition is caused when an individual is born with an extra chromosome. Instead of having 46 chromosomes and individual with downs has 47.

Down Syndrome Traits Individuals with down syndrome have very distinct facial features, these individuals also have short arms and necks, loose joints, low muscle tone (which improves as they get older), and lastly below average intelligence.

Down Syndrome, PE, & Sports There are a few conditions that can affect individuals with down syndrome in the areas of PE and sports; some of these conditions are low muscle tone, loose joints, heart problems, breathing problems, and cognitive issues. These conditions can limit activity in some cases, but not all athletes with down syndrome are limited.

Down Syndrome, PE, and Sports In an article by Anne Jobling, she list 5 questions to ask your self when setting up a physical education program for individuals with down syndrome. 1) Firstly, do programs provide opportunities to learn skills that will enable the performance of a variety of physical activities? 2) Secondly, do the programs provide opportunities to become physically fit? 3) Thirdly, do the programs provide opportunities to participate in regular physical activities? 4) Fourthly, do the programs provide opportunities to know and understand about physical activities and education? 5) Fifthly, do the programs provide opportunities to learn to value physical activity as part of their life?

Teaching Practices Inclusion- should be full members of age appropriate inclusion classes to the extent they can be. Effective inclusion means that the teacher must be fully supportive of the model. The inclusion environment is less likely to stigmatize and provide a much more natural environment for the students. There are more opportunities for peer relationships to occur and much of the research states that full integration works better. Self-Esteem- Always accentuate the positive. Avoid criticism. Always remember that self-esteem is about how much children feel valued Expectations must always be realistic See the learning in errors or mistakes.

Teaching Practices Intellectual- Down's students usually face many intellectual challenges. Much literature have stated that most individuals with Down syndrome do not progress beyond the intellectual capabilities of a normal developing six to eight year old (Kliewer 1993); however, always strive to move the child progressively along the learning continuum, never assume the child isn't capable. Use as many concrete materials, use language appropriate for student understanding, speak slowly when necessary, break tasks into smaller steps, and provide instruction for each step. Short attention spans- This is common among students with Down Syndrome. Direct instruction in short periods of time along with smaller chunks of activities will help to support learning. Introducing new material slowly, sequentially and in a step by step fashion will help to ensure maximum learning occurs.

Teaching Practices Speech and Language- Down's students all suffer from serious problems such as hearing difficulties and articulation problems, sometimes they will require speech/language intervention and a great deal of direct instruction. In some cases facilitated communication will be a good alternative for communication, for example: Gestures Communications boards Pictures Symbols Drawings or a combination of all of these

Using Teaching Practices Rachel Swinford does a great job of using some of the teaching practices mentioned in the previous slides.

Using Teaching Practices Meet Jonathan. Jonathan has become an elite athlete and has benefited from some of the teaching practices mentioned earlier.

Modification for Adapted PE Students with down syndrome are more than capable of learning just like any other student; with the use of slight modifications these students can learn and perform the same skills as their peers.

Modifications for Adapted PE Some modifications for Adapted PE may look like this: Or

Essentials for Adapted PE There are various resources that an adapted PE teacher needs to be affect and ensure that student learning is taking place. Para Educators- having good para professionals can make or break an adapted PE class. It helps to communicate with the para professionals and establish a good working relationship in the beginning.

Essentials for Adapted PE There are various resources that an adapted PE teacher needs to be affect and ensure that student learning is taking place. Another essential resource is equipment. Adapted PE teachers have different types equipment, as well as modified equipment. The equipment has to meet the needs of the students being serviced.

Essentials for Adapted PE There are various resources that an adapted PE teacher needs to be affect and ensure that student learning is taking place. Technology is a very useful tool for adapted PE teachers. Technology is useful for data collection as well as keeping students engaged and active.

Essentials for Adapted PE There are various resources that an adapted PE teacher needs to be affect and ensure that student learning is taking place. There needs to be adequate space; students should be able to move around safely and effectively.

Behavior Management Techniques used for other students should not differ for the student with Down's Syndrome. Positive reinforcement is a much better method than anything punitive, reinforces need to be meaningful. In this case reinforcements are means in which we increase behavior. Positive reinforcement adds something that will make it more likely the behavior will occur. Negative reinforcement is when something is removed, it is more likely to continue. There also needs to be a level of consistency. Be sure to enforce rules every time one is broken. Students will learn that there are consequences.

Working with Students I currently work with 7 students that have down syndrome. These students range from elementary to middle school age. These students are joy to work with, they are unique and are overall very good students. I can testify to a lot of the information provided in this presentation.

References (IUPUI Dance Program) (Elite Athlete) (Adapted PE Basketball) topic-overview (Inclusion Without Borders)