1. Intellectual Disabilities
CHILDREN WITH
Intellectual Disabilities
AN OVERVIEW
I. Definition
II. Prevalence
III. Levels of Intensities and Supports
IV. Degrees of ID
V. Causes of ID
VI. Classroom Management Strategies

2. I. Definition
The Individuals with Disabilities Education Act (IDEA) provides the following technical definition for Mental Retardation:
“Mental Retardation means 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. I. Definition
"General intellectual functioning" is typically measured by an intelligence test. Persons with Mental Retardation usually score 70 or below on such tests (or at least 2 standard deviations below the mean on the normal curve).

4. I. Definition
"Adaptive behavior" refers to a person's adjustment to everyday life. It refers to an individual’s ability to meet social requirements of his or her community that are appropriate for his or her chronological age. It is an indication of independence and social competency.

5. I. Definition
Children with Intellectual Disabilities/Mental Retardation become adults; they do not remain "eternal children." They do learn, but slowly, and with difficulty.

6. II. Prevalence
Research suggest that approximately 1-2% of the general population has Intellectual Disabilities (when both intelligence and adaptive behavior measures are used).

7. II. Prevalence
According to data reported to the U.S. Department of Education, there are approximately 611,076 students ages 6-21 were classified as having Intellectual Disabilities and were provided services by the public schools.
This figure represents approximately 2 % of the total school enrollment for that year

8. III. Levels and Intensities of “Support”
AAMR is the American Association on Mental Retardation
AAMR’s 2002 definition is based on how much “Levels and Intensities of Support” an individual with MR needs
AAMR is now the AAIDD – American Association of Intellectual and Developmental Disabilities.

9. III. Levels and Intensities of Support
Supports are defined as the resources and individual strategies necessary to promote the development, education, interests, and personal well being of a person with Intellectual Disabilities.
Supports can be provided by a parent, friend, teacher, psychologist, and doctor or by any appropriate person or agency.

10. 4 Levels of Intensities and Supports
The 4 Levels of Intensities and Supports (from least to most intensive and supportive)
1. Intermittent
2. Limited
3. Extensive
4. Pervasive

11. 1. Intermittent Support
Intermittent Support- Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work).

12. 2. Limited Support
Limited Support - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature.

13. 3. Extensive Support
Extensive Support - Regular, daily support is required in at least some environments (e.g. daily home-living support).

14. 4. Pervasive Support
Pervasive Support - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

15. IV. Four (4) Degrees of ID (formerly MR)
Intellectual Disabilities may also be broken down into 4 sub-categories (Degrees): 1. Mild 2. Moderate 3. Severe 4. Profound This categorization is not as widely accepted as the AAID definition

16. 1. Mild ID IQ 55-69 Make up 85% of all ID cases
Can read up to 7th grade level
Require some supervision and support
Will require special education services
Can be in regular school with special ed. services
Considered “educable”
Can get jobs later in life and be relatively independent

17. 2. Moderate ID Will need more supervision later in life
IQ 35-54
Considered “trainable”
Make up 10% of all ID cases
Need a very structured classroom environment-Normally taught in self-contained classrooms
Will need more supervision later in life
Can get jobs but will be very basic semi-skilled ones
Difficulties with gross and fine motor coordination

18. 3. Severe ID IQ 20-34 Make up about 3% of ID population
Goal is to teach daily living skills and survival skills
Will most likely have to live in a group home or special school

19. 4. Profound ID
**Severe problems in all areas of what was discussed with regard to Severe ID
Will need constant supervision
**Have limited, if any speech
** IQ less than 20

20. V. Causes of ID
ID can be caused by any condition which impairs development of the brain before birth, during birth or in the childhood years. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown.

21. V. Causes of ID Prenatal-Occurring before birth
Perinatal-Occurring during birth process
Postnatal-Occurring after birth

22. Prenatal Genetic Causes of ID
1. Down Syndrome 2. Phenylketonuria 3. Fragile X Syndrome

23. 1. Down Syndrome
Down syndrome is an example of a chromosomal disorder. Chromosomal disorders happen sporadically and are caused by too many or too few chromosomes, or by a change in structure of a chromosome.
Trisomy 21-Extra chromosome on #21
We have 23 pairs = 46 DS = 47 (3 on # 21)
Older women are, greater the likelihood of Down’s Syndrome child.

24. 2. Phenylketonuria (PKU)
Phenylketonuria (PKU)- A genetic disorder whereby the child is not able to break down an amino acid, phenylalanine (found in many common foods)-Failure to break down phenylalanine can lead to brain damage

25. 3. Fragile X Syndrome
Fragile X syndrome- a single gene disorder located on the X chromosome and is the leading inherited cause of Intellectual Disabilities.
Males: XY and Females are XX. The most common inherited cause of ID.
CGG sequence in normal DNA occurs less than 50 times. In those with Fragile X it occurs more than 200 times.
More common in boys-They only have one X, so if the X is fragile, none other to compensate.

26. Postnatal Issues
Illnesses: Childhood diseases such as: chicken pox, medisease which may lead to meningitis can daasles, and any mage the brain, as can accidents such as a blow to the head or near drowning.
Toxins: Lead, mercury and other environmental toxins can cause irreparable damage to the brain and nervous system.

27. Postnatal Issues
Poverty and cultural deprivation - Children in poor families may become mentally retarded because of:
Malnutrition
Disease-producing conditions
Inadequate medical care
Environmental health hazards

28. Classroom Management Strategies
Allow for many breaks throughout the school day. Children with ID may require time to relax and unwind. Performing tasks will entail using more energy on their part and you must therefore allow them to take many breaks over the course of the school day.

29. Classroom Management Strategies
Always speak directly to the child so he can see you-Never speak with your back to him. The child with ID needs direct contact, and if your back is turned, he may not know that the attention you are giving him is actually being directed at him.

30. Classroom Management Strategies
Assign jobs in the classroom for the child so that he can feel success and accomplishment. Give him ones that you know he can succeed at and feel good about (i.e. erasing the blackboards).

31. Classroom Management Strategies
Build a foundation of success by providing a series of short and simple assignments. In this way, the child can gain a sense of confidence and success.

32. Classroom Management Strategies
Provide the child with some simple job that requires the other students to go to him. For example, place him in charge of attendance and have him check off the children when they report in.

33. Classroom Management Strategies
Strategies to achieve success
Provide opportunities for social success
Use direct instruction of social skills
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