Intellectual Disabilities

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Intellectual Disabilities

• Definition, Causes, and
• Characteristics

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Intellectual Disabilities

• AAIDD definition Four criteria
• 1) Substantial limitations in personal
  capabilities
• 2) Sub average intellectual functioning (I.Q.)
• 3) Disability in 2 or more adaptive skill areas
• Communication, home living, community use, work,
  health/safety, social skills, self-care,
  self-direction, functional academics, leisure
• 4) Begins before age 18

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Intellectual Disability Definition

• School personnel Definition within the Rules
  for implementing IDEA
• IDEA Definition (Three Parts)
• Significantly sub average general intellectual
  functioning
• Existing together with deficits in adaptive
  behavior
• Originating during the developmental period
• Levels of ID associated with IQ

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Levels of Severity Using IQ only

• Depends on scale that you are using
• M100 SD15, then
• 70-55 Mild
• 54-40 Moderate
• 39-25 Severe
• 25 and below Profound

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Levels of Severity New Approach

• Not based on IQ, rather level of functioning
• IQ is one of 3 or 4 dimensions used to determine
  level of severity of disability
• Issue Severe / Profound

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Scope

• By definition (using IQ only), 3 of population
  have intellectual disabilities (i.e. 7.5 million
  people)
• About every five or six minutes, a child is born
  with ID (9,000 a month)
• 90 mild
• 6 moderate
• 5 severe/profound
• SES major factor in ID prevalence

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Etiology

• 30 to 40 percent Idiopathic
• Biological and Environmental
• Time Related Causes
• Prenatal
• Perinatal
• Postnatal
• Combined Occurrence

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Chromosomal Anomalies
Down Syndrome
9
Prader-Willi Syndrome
10
Angelmans Syndrome
11
Williams Syndrome
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Chromosomal Anomalies

• Turner Syndrome/Noonan Syndrome
• Fragile X Syndrome
• Neurofibromatosis
• Other

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Intellectual Disability Characteristics

• Motor Characteristics
• Cognitive Characteristics
• Affective Characteristics

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Instructional Strategies

• Students with ID respond to same instructional
  strategies as students without disabilities
• Need more time and/or trials for skill mastery
• Focus should be on functional skills/tasks. IEP
  team determines what will be functional for each
  student.
• Provide opportunities for students to practice
  and to achieve success with tasks (supervised)
  before they have independent practice
• Reinforce the processes of the desired task
  rather than just the products
• Teaching tasks and behaviors in the setting where
  they will be used as much as possible
• Use task analysis for complex tasks
• For behavior P-P-PRE-C

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Specific Examples of Lesson Modifications

• Math while class is working on addition
• Spelling while class is taking a spelling test
• Science while class is working on Fahrenheit
  and Centigrade temperatures