© 2013, 2009, 2006, 2003, 2000 Pearson Education, Inc. All rights reserved. William L. Heward Exceptional Children An Introduction to Special Education Tenth Edition

Chapter 4 Intellectual Disabilities

Focus Questions  What implications for special education does viewing intellectual disabilities as an inherent trait within the individual or as a state of functioning that reflects the fit between a person’s capacities and the contexts in which the person is to function?  What should teachers know about IQ tests and the assessment of intellectual functioning?  Which is more important in determining a person’s level of adaptive functioning: intellectual capability or a supportive environment?  How are the characteristics of students with intellectual disabilities relevant to planning and delivering instruction? Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-2

Focus Questions (cont.)  What factors might account for the wide differences in the prevalence of intellectual disabilities within the school-age population across states and school districts?  Why has the prevention of intellectual disabilities proven so difficult?  What should curriculum goals for students with intellectual disabilities emphasize?  What are the most important features of effective instruction for students with intellectual disabilities?  What is needed to make education for a student with intellectual disabilities appropriate in a general education classroom? Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-3

Definitions of Intellectual Disability (ID) IDEA Definition Significantly sub-average intellectual functioning Deficits in adaptive behavior Manifested during the developmental period Three criteria for a diagnosis Significant sub-average intellectual functioning - a score of two or more standard deviations below the mean on standardized intelligence tests An individual must also have significant difficulty with adaptive behavior The deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish intellectual disabilities from other disabilities Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-4

Definitions of Intellectual Disability (cont.) AAIDD 2002 definition Intellectual disability is characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18. Five assumptions essential to applying the definition Limitations in present functioning must be considered within the context of community environments typical of the individual’s age peers and culture. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors. Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-5

Definitions of Intellectual Disability (cont.) Five assumptions essential to applying the AAIDD definition (cont.) Within the individual, limitations often coexist with strengths. The 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 disability generally will improve. Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-6

Classification of Intellectual Disabilities by IQ Score Classification by the degree or level of intellectual impairment as measured by IQ test Mild50-55 to approximately 70 Moderate35-40 to Severe to ProfoundBelow Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-7

Identification and Assessment Assessing Intellectual Functioning Standardized IQ tests are used to assess intelligence Important considerations of IQ tests: IQ is a hypothetical construct IQ tests measures only how a child performs at one point in time on the items included on the test IQ tests can be culturally biased IQ scores can change significantly IQ testing is not an exact science An IQ score should not be used to determine IEP objectives An IQ score should never be used as the sole basis for making decisions regarding special education services Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-8

Assessing Adaptive Behavior Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives. The adaptive skills exhibited by a person with ID are critical factors in determining the supports a student requires for success in school, work, community, and home environments. Measurement of adaptive behavior has proven difficult because of the relative nature of social adjustment and competence. Most instruments consist of a series of questions that a person familiar with the individual answers, Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-9

Characteristics of Students with ID Cognitive functioning Memory o Difficulty remembering information Learning rate o Well below that of typically developing children Attention o Slower to attend to relevant features of a learning task than students without disabilities Generalization and Maintenance o Trouble using new knowledge and skills in settings different from the context in which they first learned those skills Motivation o Exhibit an apparent lack of interest in learning or in problem-solving tasks Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-10

Characteristics of Students with ID Adaptive behavior Self-care and daily living skills o Individuals who require extensive supports must be taught basic self-care skills Social development o Maintaining and sustaining friendships and personal relationships present significant challenges for many with ID Behavioral excesses and challenging behavior o More likely to exhibit behavior problems than are children without disabilities Positive Attributes Many display tenacity and curiosity in learning Get along well with others Are positive influences on others Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-11

Prevalence and Causes During the 2009–2010 school year, 460, 964 students ages 6 through 21 received special education under the category of ID. These students represented 7.8% of all school-age children in special education. ID is the fourth-largest disability category. Prevalence rates vary greatly from state to state. Causes More than 350 risk factors associated with ID have been identified. 35% of cases have a genetic cause Another third of cases involve external trauma or toxin Etiology remains unknown for another third of cases Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-12

Biological Causes Prenatal causes include: Syndromes Chromosomal disorders Maternal illnesses/Parental age Perinatal causes include: Prematurity Birth injury Neonatal disorders Postnatal causes include: Head injuries Infections Degenerative disorders Malnutrition Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-13

Environmental Causes Psychosocial disadvantage occurs when no biological risk factor is evident as a cause of ID. Environmental influences include Poverty and malnutrition Minimal opportunities to develop early language Child abuse and neglect Chronic social or sensory deprivation Lack of access to prenatal or birth care Parental drug use or smoking Parental immaturity or cognitive disability Parental lack of preparation for parenting Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-14

Prevention  The biggest single preventive strike against ID was the development of the rubella vaccine in 1962  Toxic exposure through maternal substance abuse and environmental pollutants are two major causes of preventable ID that can be combated with education and training  Advances in medical science have enabled doctors to identify certain genetic influences using the following screening procedures and diagnostic tests o Ultrasound and maternal serum alpha-fetoprotein o Amniocentesis o Chronic villi sampling o Genetic counseling o Mandatory newborn screening tests for inherited and biomedical risk factors Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-15

Educational Approaches Curriculum Goals Academic curriculum Content in the basics of reading, writing, and math Functional curriculum Content to increase a student’s independence, self-direction, and enjoyment in school, home, community, and work environments Self-determination Content to help a student set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-16

Instructional Methods Task Analysis Breaking down complex or multisteps into smaller subtasks Active Student Response An observable response made to an instructional antecedent Systematic Feedback Provided by the Teacher Information provided to students about their performance Transfer of Stimulus Control Gradually and systematically withdrawing response prompts Generalization and Maintenance The use of what is learned across settings and over time Direct and Frequent Measurement of Student Performance Objective and frequent recording the performance of behavior Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-17

Educational Placement Alternatives During the 2008–2009 school year, 17% of students with ID were educated in the general education classroom 27% were served in resource room programs 48% were served in separate classes 7% of students with intellectual disabilities are educated in separate schools, residential facilities, or home/hospital environments Heward Exceptional Children, 10e © 2013 Pearson Education, Inc. All rights reserved. 4-18