Introduction to CTE Learners with Intellectual Disabilities: Additional Information

1
Introduction to CTE Learners with Intellectual
Disabilities Additional Information

• May 6th, 2008

2
Historically Devalued Populations
3
Characteristics of Intellectual Disabilities

• Prevalence
• Total rate of persons with intellectual
  disabilities at any given time.
• USA 3
• Worldwide - Developed countries between 1 and 3
  per 100 persons and even higher in developing
  countries.
• Incidence
• Rate of newly identified persons with
  intellectual disabilities during a given time
  period.
• In the USA, the incidence rate is highest when
  individuals begin school.

4
Related Disabilities

• Autism
• 70 - 90 of people also have an intellectual
  disability
• Four times more common in boys
• Issues with stimulus response to
• Objects
• People
• Sensations (i.e., touch, smells, sounds, sights)
• Cerebral Palsy
• 60 - 70 of people also have an intellectual
  disability
• Issues with motor control, posture, and movement
• Note There are no means to assess IQ in people
  who lack communicative oral or gesture language

5
Other Issues

• Seizure Disorders
• 21 of people with intellectual disabilities
• 50 of people with both intellectual
  disabilities and cerebral palsy
• Self-Injurious Behavior
• Communicating something
• Boredom
• Psychiatric Disabilities
• Anxiety
• Depression
• Schizophrenia

6
Other Issues

• Traumatic Brain Injury
• Typically results from accidents however, brain
  injury may also be caused by insufficient oxygen,
  stroke, poisoning, or infection.
• Brain injury is one of the fastest growing types
  of disabilities, especially in the age range of
  15 to 28 years.

7
Residential (Siperstein, 2003)

• 75 believe that the best living arrangement is
  at home with their parents/guardians, group
  homes, or institutions
• And only 25 believe that people with
  intellectual disabilities should own their own
  home, live in a supervised apartment or totally
  independently.

8
Employment (Siperstein, 2003)

• 61 believe that the negative attitudes of other
  workers present a major obstacle towards
  inclusion in the workplace
• 49 believe people with intellectual disabilities
  should either not work or should work in a
  special workshop
• 50 believe that inclusion will reduce the
  productivity of the other workers

9
Attitudes (Siperstein, 2003)

• Overall, the survey data indicates that there is
  a lack of appreciation of the range of
  capabilities of individuals with intellectual
  disabilities
• Low expectations of how much people can achieve.
• The world still believes individuals with
  intellectual disabilities should learn, work and
  live in separate settings, apart from people
  without disabilities.

10
Access to the Community
Our Expectations MAKE The Difference
11
Supporting Course Participation

• Need to address these types of barriers
• Lecture Format
• Handouts
• Video and PowerPoint Presentations
• Reading and Writing
• Assessment and Testing
• Laboratory Work
• Internships/Practica
• Office Hours

12
The Continuum of Technology Blackhurst, 1997 (p.
42)

• High-tech solutions involve the use of
  sophisticated devices, such as computers and
  interactive multimedia systems.
• Medium-tech solutions use less complicated
  electronic or mechanical devices, such as
  videocassette players and wheelchairs.

Beirne-Smith et al.Mental Retardation, Seventh
Edition
13
(No Transcript)
14
(No Transcript)
15
The Continuum of TechnologyBlackhurst, 1997 (p.
42) (continued)

• Low-tech solutions are less sophisticated, such
  as adapted spoon handles, Velcro fasteners, or
  raised desks that can accommodate a wheelchair.
• No-tech solutions require no devices or
  equipment. These might involve the use of
  systematic teaching procedures or the services of
  related services personnel such as physical or
  occupational therapists

Beirne-Smith et al.Mental Retardation, Seventh
Edition
16
(No Transcript)
17
Usage Barriers

• Awareness
• Cost
• The Digital Divide
• Teacher Expertise

Beirne-Smith et al.Mental Retardation, Seventh
Edition
18
Traditional Teaching Styles

• Linguistic Intelligence
• Thinking in words
• Use language to express and appreciate complex
  meaning
• Logical Mathematical
• Calculates, quantify, consider propositions and
  hypotheses
• Carry out complex mathematical operations
• Career and Technical Education
• Incorporates some others
• Visual/spatial
• Recognizing relationship between objects
• Finding ones way in space

19
Universal Design for Learning

• Framework
• Multiple means of presentation of information to
  students
• Multiple means of expression by students
• Multiple means of engagement for students

20
Brain-Based Learning
(Jensen, 1998)
21

• THEN NOW