Diapositivo 1

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SOCRATES - GRUNDTVIG 2 LEARNING
PARTNERSHIPS Mentorship Competencies for
Education of the Disabled
Methods for Defining the Educational Needs of
People with Disabilities
26th, 27th April 2007 Vila Nova de Gaia
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Educational Needs of Peoplewith Intellectual
Disability

• Definition
• Diagnostic criteria
• Degrees of severity
• Etiology
• Multiple disabilities
• Treatment
• Models for diagnosis
• Inventory of the Potential Needs of People with
  Intellectual Disability
• Main Areas of Educational Needs

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Intellectual Disability The AAIDD Definition

• According to the American Association on
  Intellectual and Developmental Disabilities
  (AAIDD), Intellectual Disability is characterized
  by significant limitations both in intellectual
  functioning and in adaptive behavior as expressed
  in conceptual, social, and practical adaptive
  skills.
• The disability originates before age 18.
• Five Assumptions essential to the Application of
  the Definition
• Limitations in present functioning must be
  considered within the context of community
  environment typical of the individuals age peers
  and culture.
• Valid assessment considers cultural and
  linguistic diversity as well as differences in
  communication, sensory, motor, and behavioral
  factors.
• 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 disability generally
  improves.
• 2002, American Association on Mental Retardation.

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Diagnostic Criteria for Intellectual Disability
DSM-IV-TR

• The Diagnostic and Statistical Manual of Mental
  Disorders, Fourth Edition, Text Revision (2000),
  defines the following criteria for Intellectual
  Disability diagnosis
• A. Significantly sub-average intellectual
  functioning an IQ of approximately 70 or below
  on an individually administered IQ test (for
  infants, a clinical judgment of significantly
  sub-average intellectual functioning).
• B. Concurrent deficits or impairments in present
  adaptive functioning (i.e., the person's
  effectiveness in meeting the standards expected
  for his or her age by his or her cultural group)
  in at least two of the following areas
  communication, self-care, home living,
  social/interpersonal skills, use of community
  resources, self-direction, functional academic
  skills, work, leisure, health, and safety.
• C. The onset is before age 18 years.

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DSM-IV-TR Degrees of Severity of Intellectual
Impairment

• Mild Intellectual Disability IQ level 50-55 to
  approximately 70 - May be able to learn to read
  and write at the 4th or 5th grade, live
  relatively independently and work with special
  training.
• Moderate Intellectual Disability IQ level 35-40
  to 50-55 - May have academic potential at the
  kindergarten or 1st grade and may have limited
  ability to read, and will usually need some
  support and supervision in daily living
  activities and work.
• Severe Intellectual Disability IQ level 20-25 to
  35-40 - Are unlikely to be able to learn to read
  or write, but may be able to be toilet trained
  and learn to dress with assistance. They usually
  require total supervision and support for daily
  living activities.
• Profound Intellectual Disability IQ level below
  20 or 25. Are dependent of others to develop
  their motor, sensorial, communicative and self
  care competencies.

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DSM-IV-TR Etiology of Intellectual Disability

• There are many different causes of why a child
  has intellectual disability and they are usually
  grouped into prenatal, perinatal and postnatal
  causes. These include, but are not limited to

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Intellectual Disability Multiple Disabilities

• People with intellectual disability usually have
  multiple problems.
• To describe these problems adequately it is
  usually necessary to use several diagnoses taken
  from different parts of the classification.
• It is necessary to bear in mind
• the degree of the intellectual disability
• the presence of associated physical and mental
  disorders
• the degree of psychosocial disability
• relevant abnormal psychosocial situations.
• These factors can be recorded in a systematic and
  orderly way by using a multiaxial system. These
  axes are means of recording different kinds of
  features of the case.
• 1996, World Health Organization

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Intellectual Disability Treatment???

• There is not a cure for intellectual disability.
  Treatments are aimed to teach skills necessary to
  maximize how independent they can be.

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Models for diagnosisICF, WHO (2003)

• The ICF International Classification of
  Functioning
• ICF is a classification of health and health
  related domains that describes body functions and
  structures, activities and participation.
• Since an individual's functioning and disability
  occurs in a context, ICF also includes a list of
  environmental factors.

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Models for diagnosisABS-RC2, Nihira, Leland,
and Lambert (1995)
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Inventory of the Potential Needs of People with
Intellectual DisabilityBased on CIF (OMS, 2003)
and ABS RC2, (by Nihira, Leland and Lambert,
1995).
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Main Areas of Educational Needs

• Educational needs inventory table Intellectual
  Disability