1. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Chapter 8 Copyright © Allyn & Bacon 2008

2. Chapter 8: Students with Intellectual and Developmental Disabilities “…significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”

3. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Characterized by intellectual and adaptive behavioral limitations emerging before 18 years of age: Must be assessed in environments typical for age and culture Must consider cultural, linguistic, communication, and sensory factors Must consider strengths as well as limitations Purpose of describing limitations is to develop support needs Appropriate personalized supports will, over time, improve the life functioning of the individual with ID 3

4. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities 1. Within an individual, limitations often coexist with strengths. 2. An important purpose of describing limitations is to develop a profile of needed supports. 3. With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disabilities generally will improve.

5. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities

6. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities No single prevalence estimate is definitive Little research on gender differences Disproportionate representation of African American males (2.75 times more likely than others to be identified) 0.75% in special education + 0.16% more served

7. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Most are unknown  Prenatal (before birth)  Chromosomal abnormalities (Down Syndrome) Genetic mutations (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)

8. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “

9. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Male infant born at term and died at 10 weeks due to a sudden cardiac arrest (see picture at right). The mother's alcohol drinking included up to a gallon of wine at a time several times a week. The child had hydrocephalus (excess water in the brain) and typical facial features of fetal alcohol syndrome (FAS). The cerebellum (which controls coordination and movement) was "extremely small and poorly shaped (see picture at right)." The brainstem (responsible for processes such as breathing and body temperature) was also grossly malformed.

10. The photograph at left shows the brain of an infant girl who died at 6 weeks. The mother was categorized as a chronic alcoholic. The child’s head circumference was 27 centimeters at birth and did not grow at all during her 6 weeks of life (normal head circumference is approximately 35 centimeters - about 13 and 3/4 inches).

11. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities

12. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006”  Low birth weight  Developmental delay  Epilepsy  Poor coordination / fine motor skills  Behavioral problems

13. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006” Down Syndrome (Trisomy 21)

14. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006” 1:733 births, and more than 350,000 people in the U.S.

15. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006”  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

16. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  The rate of Down syndrome births increases steeply as the mother’s age increases.

17. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Fragile X syndrome: one arm on X is fragile (Leg of X barely connected)  Usually males (sex-linked inheritance)  Most common heredity cause of intellectual disabilities

18. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities 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 DisabilityHyperactivity and short attention span

19. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Turner’s syndrome: 1/3000 females  Single X chromosome (XO) : small, unable to reproduce, stubby fingers, webbed neck, normal verbal IQ, mild performance IQ deficits, visual-spatial skills problems

20. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Klinefelter syndrome: 1/200 males  XXY: Sterility, feminine traits, can show mild intellectual disabilities, deficits in language learning or reading impairment; deficits in executive functions, may also be delays in motor developmentexecutive functions

21. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006”  absence of genetic materials on the 7 th pair of chromosomes.  “elfish” face  Highly personable  Relatively good language skills  Musical ability  Behavior problems  Cardiovascular problems  “miss the forest for the trees.”  Mild-Moderate IQ impairments

22. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006”  Microcephaly  Seizures  hyperactivity  Excessive phenylalanine in the blood  Phenylalanine in meat, dairy products, fish, grains and legumes

23. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate intellectual disabilities - Insatiable appetite

24. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Flat heads, jerky movements, protruding tongues, and bouts of laughter.  Infants appear normal at birth, exhibit noticeable developmental delays by 6 to 12 months.  Speech impairment is pronounced, with little to no use of words. Often display hyperactivity and movement and balance disorders that can cause severe functional deficits.

25. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities “Copyright© Allyn & Bacon 2006” Congenital rubella  pregnant woman who has contracted rubella during her first trimesterrubella - microcephaly - heart defects - intellectual disabilities Toxoplasmosis litter boxes and garden soil. - encephalitis - heart - liver - eyes - intellectual disabilities

26. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Full Scale IQ Verbal IQ Performance IQ (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale- Revised Ages 16-89 Stanford-Binet V (ages 2 – 80)

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28. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities WAIS - III

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30. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities 30 Profound Severe Moderate Mild IQ 2540 557085100115 130145160 175 2%13.5%34% 13.5% 2% Percentage of Population

31. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Intermittent Limited Extensive Pervasive How Much Support? Least Most

32. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities

33. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Children with intellectual disabilities:  process smaller amounts of information than their typically developing classmates ( Working memory).  may rely on a limited set of problem-solving strategies, which can cause difficulty when new, different, or complex problems arise  may have difficulty using cognitive skills such as metacognition, memory, and attention.  experience difficulty transferring skills from one context to another (also known as generalization).

34. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  More likely to be rejected by peers  Immature behavior  Inappropriate responses in social situations  Difficulty understanding subtle social cues

35. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright © Allyn & Bacon 2006 Deficits in: Communication Self-care Social skills Home living Leisure Health and safety Functional academics Community use Motivation (outer directedness)

36. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Parent/Caregiver Rating Form, Interview Form - 0 through 90 Teacher Rating Form 3 through 21 years,11 months

37. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  General Education Curriculum  Reading, writing, math, social studies  Life Skills Curriculum  Applied academic skills  Community-based instruction  Applied money concepts  Applied time concepts  Community mobility and access  Grooming and self-care  Health and safety  Career education

38. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Instructional strategies  Task analysis--The process of breaking down a task or skill into its component parts.  Cooperative learning--a strategy that provides children of various skill levels with a task to complete together.  Peer tutoring or peer support programs--related strategies for teaching students with intellectual disabilities in general education settings.

39. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Teach students in small groups (three or four students).  Teach one concept or skill at a time.  Teach steps or strategies for learning (a plan for remembering or sequencing information).  Provide ample opportunity for practice (practice often, but don’t overload).  Use prompts to promote correct responding (examples, modeling, physical guidance).Use clues or guides that maximize the probability that a student will answer correctly or attend to the appropriate material.  Teach skills that are meaningful and can be practiced often.

40. Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities  Self-determination describes the active role the student takes in decision-making and self- advocacy.  May need to be taught to students with intellectual disabilities.  Many educators feel that a deep level of participation by the student is critical to a successful transition plan.