Exceptional Lives: Special Education in Today’s Schools, 6e ISBN: © 2010 Pearson Education, Inc. All rights reserved. Chapter 9 Understanding Students with Intellectual Disabilities

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 2 At the end of this chapter you should be able to: Identify and define the characteristics of students with intellectual disabilities. Explain the causes of intellectual disabilities. Describe successful instructional practices for students with intellectual disabilities Explain vocational and transition needs of students with intellectual disabilities. Chapter 9 Objectives

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 3 Defining Intellectual Disabilities  AAIDD definition  Intellectual disabilities is a disability 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.

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 4 Five Assumptions Essential to the Application of the Definition (Figure 9–1) 1. Limitations in present functioning must be considered within the context of community environments typical of the individual's age peers and culture. 2. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors. 3. Within an individual, limitations often coexist with strengths. 4. An important purpose of describing limitations is to develop a profile of needed supports. 5. With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally will improve.

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 5 Definitions of Intensities of Support (Figure 9-2)  Intermittent: “As needed”  Limited: Consistency, but time limited  Extensive: Regular involvement (daily), not time limited  Pervasive: Constant, high intensity, potential life sustaining nature

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 6 Prevalence of Intellectual Disabilities  Inconsistent rates reported  U.S. Department of Education reported 0.08% in 2006  511,041 students with intellectual disabilities, ages 6 to 21, received special education services

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 7 Characteristics of Intellectual Disabilities  Limitations in Intellectual Functioning  Measured through use of IQ tests  Memory (short-term)  Generalization  Motivation (outer-directedness)  Limitations in Adaptive Behavior  Three domains: Conceptual Skills, Social Skills, Practical Skills  Self-determination

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 8 Determining the Causes  Causes by Timing  Prenatal  Perinatal  Postnatal  Causes by Type  Biomedical  Social  Behavioral  Educational

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 9 Evaluating Students with Intellectual Disabilities  Determining the Presence  Evaluate intellectual functioning and adaptive skills  Intellectual functioning: IQ tests  Adaptive skills: Measures such as AAIDD Diagnostic Adaptive Behavior Scale (DABS)  Determining the Nature and Extent of General and Special Education and Related Services  For older students, the Transition Planning Inventory is useful

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 10 Partnering for Special Education and Related Services Transition Services key goals To improve collaboration and links between systems to support student achievement of meaningful school and post-school outcomes To promote the student’s self- determination and self-advocacy To increase parent participation and involvement

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 11 Partnering for Special Education and Related Services Four levels of transition teams A statement transition team that includes secondary educators, adult service providers, adults with disabilities, and family members A communitywide team representing all of the key agencies involved A schoolwide team consisting of key professionals and family members An IEP team for each student

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 12 Determining Supplementary Aids and Services Paraprofessionals Paraprofessionals can be important More than 280,000 in U.S. Paraprofessionals add appropriate levels of support, they may isolate students; velcroed effect Roles and Responsibilities

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 13 Planning for Other Educational Needs Functional Skills may include: Applied money concepts Applied time concepts Community mobility and access Grooming and self-care Leisure activities Health and safety Career education Instruction in Inclusive Classrooms Instruction in Community Settings

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 14 Early Childhood Students Prelinguistic milieu teaching First, follow the child's lead Then, set the stage for communication Finally, be strategic when using games like Pat-a-Cake and Peak-a- Boo

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 15 Early Childhood Students Steps to prelinguistic milieu teaching Prompt the child to communicate Prompt the child to initiate Vocally imitate the child’s resultant vocalizations Comply with the child’s requests Recode the child’s communication act Acknowledge the child’s communicative act Talk to the child

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 16 Elementary and Middle School Students Self-determined learning model of instruction (The University of Kansas) 12 student questions Teacher objectives Educational supports Three phases: 1. What is my goal? 2. What is my plan? 3. What have I learned?

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 17 Secondary and Transition Students Community Based Instruction Teaching in the natural environment Community-based Instructional Approaches “Learn it where you’ll need to do it.” “Teach it where you want your students to practice it.” Project TASSEL

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 18 Measuring Students’ Progress Progress in the general curriculum Data-based monitoring: Requires teachers regularly to collect different types of data such as: 1. Response-by-response data 2. Instructional and test data 3. Error data 4. Anecdotal data

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 19 Progress in addressing other educational needs Ecological inventory process Life Space Analysis Gather information about the student’s daily environments Conduct ecological inventories Conduct a discrepancy analysis Perform an Activity Task Analysis Measuring Students’ Progress

Exceptional Lives: Special Education in Today ’ s Schools, 6e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: © 2010 Pearson Education, Inc. All Rights Reserved. 20 Making Accommodations for Assessment Accommodations may include: Dictating responses to someone Having extended time Having test items orally read Clarifying test items