Chapter 5 STUDENTS WITH INTELLECTUAL DISABILITIES Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT IS THE HISTORY OF INTELLECTUAL DISABILITIES? Early History – Rejection and isolation 20 th Century – Hospitals and institutions were provided. – Eugenics movement – Rise of advocacy organizations and court challenges – Passage of IDEA in 1975 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT IS THE IDEA DEFINITION?  Intellectual Disability is “significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”  IQ below  Deficits in adaptive behaviors  Present before age 18  Adversely affects educational performance Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

Copyright © Allyn & Bacon 2006 ADAPTIVE BEHAVIOR CHARACTERISTICS Deficits in: Communication Self-care Social skills Home living Leisure Health and safety Functional academics Community use

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

HOW ARE STUDENTS CLASSIFIED?  Severity (Used in schools since the 1980s and based on IQ)  Mild = 55-70, Moderate =  Severe = 25-39, Profound = Below 25 Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.  The AAIDD publishes a Supports Intensity Scale - home living, community living, lifelong learning, employment, health and safety, socializing, protection and advocacy,

AAIDD CLASSIFICATION SYSTEM

CAN INTELLECTUAL DISABILITIES BE PREVENTED?  AAIDD (2010) identified three levels of intervention.  Primary prevention uses strategies to prevent disease, conditions, and/or the disability itself  Secondary prevention uses strategies that prevent the development of symptoms of disability in individuals with an existing disease or condition.  Tertiary prevention includes strategies to reduce the outcomes of a disability on the individual's everyday functioning. Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT IS THE PREVALENCE OF INTELLECTUAL DISABILITIES?  430,000 students, ages 6-21 are classified as having an intellectual disability Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

CAUSES  Most are unknown  Prenatal (before birth)  Chromosomal abnormalities (e.g., Down Syndrome, 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)

“This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission over a network: preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program.” FETAL ALCOHOL SYNDROME

“Copyright© Allyn & Bacon 2006” FETAL ALCOHOL SYNDROME.  Low birth weight  Developmental delay  Epilepsy  Poor coordination / fine motor skills  Behavioral problems

“Copyright© Allyn & Bacon 2006” Down Syndrome (Trisomy 21)

“Copyright© Allyn & Bacon 2006” 1:733 births, and more than 350,000 people in the U.S.

“Copyright© Allyn & Bacon 2006” 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

FRAGILE X SYNDROME SEX-LINKED: AFFECTS MOSTLY MALES eye & vision impairmentsHyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palateAutism and autistic-like behavior Prominent ears hand biting and hand-flapping Intellectual disabilitiesHyperactivity and short attention span

“Copyright© Allyn & Bacon 2006” WILLIAM’S SYNDROME  absence of genetic materials on the 7 th pair of chromosomes.  “elfish” face  “Mental retardation  Highly personable  Relatively good language skills  Musical ability  Behavior problems  Cardiovascular problems  “miss the forest for the trees.”

“Copyright© Allyn & Bacon 2006” PHENYLKETONURIA (PKU))  1:15,000 births  microcephaly  Seizures  hyperactivity  Excessive phenylalanine in the blood  Phenylalanine in meat, dairy products, fish, grains and legumes

“Copyright© Allyn & Bacon 2006” GALACTOSEMIA  Inability to properly process lactose - cataracts - infections - MR - kidney failure - enlarged liver - poor growth

“Copyright© Allyn & Bacon 2006” NEUROFIBROMATOSIS  1:3000  Tumors grow along types of nerves. - headaches - seizures - MR - macrocephaly

PRADER-WILLI SYNDROME 1:15,000 babies - effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate MR - Insatiable appetite

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

THE NORMAL CURVE

Bell Curve

THE WECHSLER SCALES Full Scale IQ Verbal IQ Performance IQ (WPPSI-IV) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 7 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale-Revised Ages Stanford-Binet V (ages 2 – 90)

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COGNITIVE FUNCTIONING PROBLEMS Working memory Generalization Metacognition Motivation Language Academic skills

SOCIAL CHARACTERISTICS  More likely to be rejected by peers  Immature behavior  Inappropriate responses in social situations  Difficulty understanding subtle social cues

EARLY CHILDHOOD EDUCATION  Services may occur in the child’s home  Most begin preschool at age 3  Programs stress child development and learning

WHAT CURRICULUM?  General Education Curriculum  Reading, writing, math, social studies  Life Skills Curriculum  Applied academic skills  Community-based instruction

BEST PRACTICES  Peer-mediated instruction  Cooperative learning  Peer tutoring

“Copyright© Allyn & Bacon 2006” TASK ANALYSIS  Breaking of a complex task or behavior into its component parts  Select goals  Identify prerequisite skills and materials needed to perform the task  Identify specific components of the task and sequence component parts  Evaluate instruction and task mastery level  Seek to generalize skill to other settings

HOW DO I TEACH STUDENTS WITH INTELLECTUAL DISABILITIES?  Direct instruction with clear objectives, advance organizers, “think-aloud” model, guided practice, independent practice, post-organizers  Focus on task analysis  Focus on sequencing tasks for recognition, recall, reconstruction  Focus on presentation and practice, including use of prompts  Generalization Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT ARE CONSIDERATIONS FOR THE INSTRUCTIONAL ENVIRONMENT?  Create a flexible classroom arrangement  Use natural environments  Location of materials  Provide quiet areas  Provide areas for play and communication  Carrels, tables, desks  Job skills areas  Groupings  Cooperative learning  Peer tutoring Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT TYPES OF INSTRUCTIONAL TECHNOLOGY CAN BE USED?  Technology that removes barriers  Talking calculators  Voice recognition software  Technology that adapts the curriculum  Use of computers to supplement instruction  User-friendly materials  Alternative forms of communication  Consider diverse backgrounds and family needs Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.

WHAT ARE SOME CONSIDERATIONS FOR THE GENERAL EDUCATION TEACHER?  Have high expectations for success  Make accommodations and adapations as needed  Plan and explicitly teach skills  Encourage self-determination  Utilize inclusive service-learning Copyright © 2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill Education.