1. Individuals With Intellectual Disabilities or Mental Retardation
Chapter Five
Individuals With Intellectual Disabilities or Mental Retardation

2. Defining Intellectual Disability: An Evolving Process
1961 AAIDD Definition
1973 AAIDD Definition
1983 AAIDD Definition
1992 AAIDD Definition
2002 AAIDD Definition
2010 AAIDD Definition

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

5. Defining Intellectual Disability or Mental Retardation
1992 AAIDD 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.”
It portrays intellectual disability as a relationship among three key elements: the individual, the environment, and the type of support required for maximum functioning in various settings.
It stresses functioning in one’s community rather than just focusing on the clinical aspect of the individual such as IQ score or adaptive behavior.

6. Defining Intellectual Disability or Mental Retardation
2002 AAIDD 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.”
Limitations in present functioning must be considered within the context of community environments typical of the individual’s age, peers, and culture.
With appropriate personalized supports over a sustained period, the life functioning of the person with an intellectual disability will generally improve.

7. Defining Intellectual Disability or Mental Retardation
2010 AAIDD definition
The term mental retardation is replaced by the more contemporary label, intellectual disabilities.
Developed by a committee of eighteen medical and legal scholars as well as policymakers, educators, and other professionals, the 2010 definition emphasizes the abilities and assets of individuals with intellectual disabilities rather than their deficits or limitations.
Intellectual disabilities are viewed as a state of functioning rather than an inherent trait. As in earlier definitions, one of the goals of the 2010 definition is to maximize support services so as to allow persons with intellectual disabilities to participate fully in all aspects of daily life.

8. Adaptive Skill Areas

9. Assessing Intellectual Ability
Assessment tools:
Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV)
Stanford-Binet Intelligence Scale (5th ed.)
Potential problems:
Potential for cultural bias
Flexibility of IQ scores
Overemphasis on IQ score
Watch this video to learn more about diagnosing students with intellectual disabilities

10. Assessing Adaptive Behavior
Adaptive behavior is seen as “the degree to which, and the efficiency with which, the individual meets the standards of maturation, learning, personal independence, and/or social responsibility that are expected for his or her age level and cultural group.”
(Grossman, 1983, p. 11)
Assessing Adaptive Behavior
Considers the context of the individual’s environment and cultural influences
Assessment Tools:
AAMR Adaptive Behavior Scale-School
AAMR Adaptive Behavior Scale-Residential and Community

11. Classification of Individuals With Intellectual Disabilities
Etiological perspective- consequence of disease processes or biological defects
Intellectual deficits- classification based on IQ score
Educational perspective- use of outdated terms to distinguish a children’s level of ability to learn academic or employment skills
Levels of supports- definitions have shifted to an emphasis on the level of supports that an individual needs rather than IQ score

14. Brief History of the Field
Early civilizations
The Middle Ages
Early optimism (early nineteenth century)
Protection and pessimism (late nineteenth and early twentieth centuries)
Emergence of public education for students with intellectual disabilities

15. Prevalence of Intellectual Disabilities
Over 476,000 students between the ages of were identified as having intellectual disabilities during the school year.
These students represent approximately 8% of all pupils with disabilities and about 1% of the total school age population.
The number of students identified as having intellectual disabilities has decreased over the years.

16. Etiology of Intellectual Disabilities or Mental Retardation
Prenatal (before birth)
chromosomal, maternal infections, environmental factors, unknown influences
Perinatal (during birth)
gestational disorders, neonatal complications
Postnatal (after birth)
infections and intoxicants, environmental factors
To learn about people with Down Syndrome view the following video: Down Syndrome in the 21st Century

18. Prevention of Intellectual Disabilities and Mental Retardation
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

19. Characteristics of Individuals With Intellectual Disabilities or Mental Retardation
Social and Behavioral
Characteristics
-poor interpersonal skills
-socially appropriate
interactions
-difficulty establishing and maintaining friendships
Learning Characteristics
-attention
-memory
-academic performance
-motivation
-generalization
-language development

23. Educational Considerations
Functional academics/functional curriculum
Community-based instruction
Standards-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

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

25. Services for Young Children With 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 3, and their families.
Early intervention represents a consortium of services—not just educational assistance but also health care, social services, family supports, and other benefits.

26. Transition Into Adulthood
Transition planning
Independent living
Employment
Sheltered workshop
Supported competitive employment
Job coach

27. Adults With Intellectual Disabilities
Integration in all aspects of daily life with nondisabled peers
Self-determination: decision-making capacity must be fostered
Self-advocacy: encourage people with intellectual disabilities to advocate for their own wants and needs
Watch this video to learn about a woman with intellectual disabilities: Intellectual Disabilities

28. Family Issues
Families with a child with intellectual disabilities 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.

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

30. Technology and Individuals With Intellectual Disabilities
Instructional technology: any device that supports the teaching/learning process, such as a computer or television
Assistive technology: technology that is specially designed to assist persons with disabilities

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