1. تطور مصطلح الاعاقة العقلية Individuals with Mental Retardation or Intellectual Disabilities

2. 2 Defining Mental Retardation or Intellectual Disability Terminology: Intellectual functioning Intellectual functioning Adaptive behaviors Adaptive behaviors Developmental period Developmental period Adaptive skill areas Adaptive skill areas

3. 3 The Normal or Bell-Shaped Curve of Intelligence Distribution

4. 4 AAMR Adaptive Skill Areas

5. 5 Defining Mental Retardation or Intellectual Disability 1961 AAMR definition 1961 AAMR definition –“Subaverage general intellectual functioning which originates during the developmental period and is associated with impairments in adaptive behavior.” 1973 AAMR definition 1973 AAMR definition –“Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, and manifested during the developmental period.” 1983 AAMR definition 1983 AAMR definition –“Significantly subaverage general intellectual functioning resulting in or associated with concurrent impairment in adaptive behavior and manifested during the developmental period.”

6. 6 Defining Mental Retardation or Intellectual Disability continued 1992 AAMR definition 1992 AAMR definition –“Significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self- care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Mental retardation manifests before age 18.” 2002 AAMR definition 2002 AAMR definition –“Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18.”

7. 7 Model of 1992 AAMR Definition

8. 8 Assessing Intellectual Ability and Adaptive Behavior Assessing Intellectual Ability (IQ testing) Assessing Intellectual Ability (IQ testing) –Problems:  Potential for cultural bias  Flexibility of IQ scores  Overemphasis on IQ scores Assessing Adaptive Behavior Assessing Adaptive Behavior –Considers the context of the individual’s environment and cultural influences –Often measured by direct observation, interviews, behavior rating scales

9. 9 Classification of Individuals with Mental Retardation or Intellectual Disabilities Etiological perspective Etiological perspective Intellectual deficits Intellectual deficits Educational perspective Educational perspective Levels of supports Levels of supports

10. 10 Classification of Mental Retardation According to Measured Intelligence

11. 11 Classification of Mental Retardation According to Intensities of Supports

12. 12 Brief History of the Field Early Civilizations Early Civilizations The Middle Ages The Middle Ages Early optimism (early nineteenth century) Early optimism (early nineteenth century) Protection and pessimism (late nineteenth and early twentieth centuries) Protection and pessimism (late nineteenth and early twentieth centuries) Emergence of public education for students with mental retardation Emergence of public education for students with mental retardation

13. 13 Prevalence of Mental Retardation or Intellectual Disabilities

14. 14 Possible Sources for Causes of Mental Retardation Prenatal (before birth) Prenatal (before birth) –chromosomal, maternal infections, environmental factors, unknown influences Perinatal (during birth) Perinatal (during birth) –gestational disorders, neonatal complications Postnatal (after birth) Postnatal (after birth) –infections and intoxicants, environmental factors

15. 15 Possible Causes of Mental Retardation

16. 16 Prevention of Mental Retardation and Intellectual Disabilities Prevention Levels: Prevention Levels: –Primary (before onset or occurrence)  Prenatal care, genetic testing, ultrasound –Secondary (reduce risk factors)  Newborn screening –Tertiary (interventions)  Aimed at maximizing the quality of life for a person with a disability

17. 17 Characteristics of Individuals with Mental Retardation or Intellectual Disabilities Learning Characteristics -attention-memory -academic performance -motivation-generalization -language development Social and Behavioral Characteristics -interpersonal skills -socially appropriate interactions interactions-friendships

18. 18 Educational Placements

19. 19 Educational Considerations Functional academics/functional curriculum Functional academics/functional curriculum Community-based instruction Community-based instruction IEP teams must consider: student and family preferences, student’s age and years left in school, rate of learning, current and future settings, other skill needs

20. 20 Effective Instructional Techniques High expectations High expectations Task analysis Task analysis Cooperative learning Cooperative learning Scaffolding Scaffolding Inclusion strategies: Inclusion strategies: –Modify instruction, materials, and assessments –Teach organizational skills –Monitor progress of all students –Collaborate with families

21. 21 Services for Young Children with Mental Retardation or Intellectual Disabilities Early intervention can be defined as the services and supports rendered to children with disabilities or those who evidence risk factors, younger than age 5, and their families.

22. 22 Transition into Adulthood Transition planning Transition planning –Independent living –Employment  Sheltered workshop  Supported competitive employment  Job coach

23. 23 Adults with Mental Retardation Integration in all aspects of daily life with nondisabled peers Integration in all aspects of daily life with nondisabled peers Self-determination: decision-making capacity must be fostered Self-determination: decision-making capacity must be fostered Self-advocacy: encourage people with mental retardation to advocate for their own wants and needs Self-advocacy: encourage people with mental retardation to advocate for their own wants and needs

24. 24 Family Issues Families with a child with mental retardation may experience a wide range of concerns and often rely on a support network made up of friends and family members in addition to parent organizations and professional groups. Families with a child with mental retardation may experience a wide range of concerns and often rely on a support network made up of friends and family members in addition to parent organizations and professional groups.

25. 25 Issues of Diversity Overrepresentation of minority students in special education programs Overrepresentation of minority students in special education programs Culturally biased assessment tools and practices Culturally biased assessment tools and practices Teacher expectations Teacher expectations

26. 26 Technology and Individuals with Mental Retardation or Intellectual Disabilities Instructional technology Instructional technology Assistive technology Assistive technology

27. 27 Technology and Individuals with Mental Retardation or Intellectual Disabilities (continued)

28. 28 Trends, Issues, and Controversies Genetic testing Genetic testing Quality of life Quality of life Attitudinal changes Attitudinal changes Technology and medical advances Technology and medical advances Inclusive education Inclusive education Increased self-advocacy and self-determination Increased self-advocacy and self-determination