1. Exceptional Lives: Special Education in Today’s Schools Chapter 9

2. *Used to be known as Mental Retardation, families and professionals now embrace the term Intellectual Disability *A more positive implication, rather than a stigma attached to the term

3. * The services, resources, and personal assistance that enable a person to develop, learn, and live effectively * These services can be intermittent or pervasive * INTERMITTENT * LIMITED * EXTENSIVE * PERVASIVE

4. Limitations in Intellectual Functioning & Limitations in Adaptive Behavior

5. * Intelligence refers to a student’s general mental capability for solving problems, paying attention to relevant information, thinking abstractly, remembering important information and skill, learning from everyday experiences, and generalizing knowledge from one setting to another

6. * Mild —IQ 50-55 to around 70 * Moderate—IQ 35-40 to 50-55 * Severe—IQ 20-25 to 30- 40 * Profound—IQ below 20- 25 * The AAIDD classification system has moved away from the IQ-levels approach and instead identifies the level of support a student needs

7. * 1. Memory * 2. Generalization * 3. Motivation

8. * This term refers to the collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives

9. * By definition, people with Intellectual Disabilities have significant limitations in adaptive behavior * Conceptual skills include language, reading, and writing, money concepts, and self-direction * Social skills include responsibility, self-esteem, gullibility, and rule-following * Practical skills include activities of daily living, occupational skills, and maintenance of safe environments

10. * Timing * Prenatal * Perinatal * Postnatal * Type * Biomedical factors * Social factors * Behavioral factors * Educational factors

11. * AAIDD proposes a comprehensive assessment that involves diagnosing intellectual disability, classifying and describing the student's strengths, weaknesses, and need for support.

12. * It is very important to form partnerships among students, parents, educators, and adult support providers in planning for the transition needs of students with disabilities * Paraprofessionals can be a very valuable resource in helping students make progress in the general curriculum * Assistive technologies such as audio and video resources help improve students’ literacy skills * A functional curriculum is important for teaching skills for independent living

13. * Preschool and early-education students benefit from prelinguistic milieu teaching to prompt communication and language * Elementary and secondary students develop their abilities to function effectively in school and post school environments by using the self- determined learning model * Students in transitional programs benefit from community-based instruction

14. * For the most part, students are not included in general education programs, but when they are, students with an Intellectual Disability make significant progress in both academics and socialization

15. * Data-based decision-making strategies document students’ progress in the general curriculum * The ecological inventory process is useful in both planning community-based instruction and assessing students’ attainment of community-based instructional goals * Students’ IEPs must describe the accommodations to which they are entitled such as dictating responses, having questions read to them, having more time, and having items clarified for them