1. Students with Intellectual and Developmental Disabilities
Chapter 8
Students with Intellectual and Developmental Disabilities

2. IDEA Definition
“…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. AAIDD Definition
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

4. Assumptions Essential to the Application of the Definition
Within an individual, limitations often coexist with strengths.
An important purpose of describing limitations is to develop a profile of needed supports.
With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disabilities generally will improve.

6. Prevalence of Intellectual 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 % more served

7. Causes of Intellectual Disability
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. Fetal Alcohol Syndrome“

9. Fetal Alcohol Syndrome (FAS)
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).

12. Fetal Alcohol Syndrome.
Low birth weight
Developmental delay
Epilepsy
Poor coordination / fine motor skills
Behavioral problems

13. Down Syndrome (Trisomy 21)

14. 1:733 births, and more than 350,000 people in the U.S.”

15. 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

16. The rate of Down syndrome births increases steeply as the mother’s age increases.

17. Sex chromosome Abnormalities
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. FRAGILE X SYNDROME Sex-linked: affects mostly males
eye & vision impairments Hyper-extensible joints (double jointed)
elongated face Large testicles (evident after puberty)
Flat feet Low muscle tone
High arched palate Autism and autistic-like behavior
Prominent ears hand biting and hand-flapping
Intellectual Disability Hyperactivity and short attention span

19. Sex chromosome Abnormalities
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. Sex chromosome Abnormalities
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 development

21. William’s Syndrome
absence of genetic materials on the 7th 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. Phenylketonuria (PKU)
Microcephaly
Seizures
hyperactivity
Excessive phenylalanine in the blood
Phenylalanine in meat, dairy products, fish, grains and legumes
“Copyright© Allyn & Bacon 2006”

23. Prader-Willi Syndrome
Effects boys and girls equally
- Mutation on chromosome 15
- Range from average IQ to mild or moderate intellectual disabilities
- Insatiable appetite

24. Angelman’s syndrome
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 2006”
Infection
Congenital rubella
pregnant woman who has contracted rubella during her first trimester
- microcephaly
- heart defects
- intellectual disabilities
Toxoplasmosis
litter boxes and garden soil.
- encephalitis
- heart
- liver
- eyes
- intellectual disabilities
“Copyright© Allyn & Bacon 2006”

26. The Wechsler Scales 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)

28. WAIS - III

29. The Normal Curve

30. Traditional IQ Score Range
Mild
Profound
Moderate
Severe
Percentage of Population 2%
13.5%
34%
34%
13.5% 2% IQ 25 40 55 70 85
100
115
130
145
160
175

31. AAIDD Levels of Support
How Much Support?
Intermittent
Least
Limited
Extensive
Pervasive
Most

32. AAIDD Classification System

33. Cognitive Characteristics
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. Social Characteristics
More likely to be rejected by peers
Immature behavior
Inappropriate responses in social situations
Difficulty understanding subtle social cues

35. Adaptive Behavior Characteristics
Deficits in:
Motivation (outer directedness)
Communication
Self-care
Home living
Social skills
Leisure
Health and safety
Functional academics
Community use
Copyright © Allyn & Bacon 2006

36. 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

37. Curriculum 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. 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. Instructional strategies
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. 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.