Teaching Students with Intellectual Disabilities.

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Presentation transcript:

Teaching Students with Intellectual Disabilities

Defined Intellectual Disabilities: – Significant limitations both in intellectual functioning and in adaptive behavior… – Significantly sub-average intellectual functioning – (

Adaptive Behavior as related to ID Limitations in 2 or more adaptive skill behaviors: – Conceptual: – Social Skills: – Practical Skills: – Leisure and work, academics, health and safety

Etiology ~ 3 out of 100 people have ID 613,000 children (6-21 have ID) Can be genetic based Can be environmentally based – Fetal Alcohol Spectrum disorders

Problems during pregnancy:

Problems at birth: Problems after birth:

Diagnosing ID IQ /intellectual functioning: Ability to learn, think, problem-solve Ability to live independently (adaptive skills/functioning)

Characteristics of ID Delayed motor milestones Trouble with verbal skills Trouble understanding social rules Trouble seeing consequences of actions Cognitive skills

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

Levels of Support

Conversion table (p. 375)

Motor Development & ID

More severe levels of ID = greater delay in achieving motor milestones

Social /Emotional Vary greatly Inappropriate responses Difficulty understanding expectations

Down Syndrome & CI/ID

Ulrich & Colleagues Additional reading: Ulrich, D.A., Ulrich, B.D., Angulo-Kinzler, R. & Yun, J. (2001)Treadmill training of infants with Down Syndrome: evidence-based developmental outcomes. Pediatrics, 108 (5), 1-7.

Fragile X Syndrome First “discovered” in 1969

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

Prader-Willi Syndrome

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.”

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. It doesn’t matter who you are.”