Teaching Students with Intellectual Disabilities

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Teaching Students with Intellectual Disabilities
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Defined

• Intellectual Disabilities
• Significant limitations both in intellectual
  functioning and in adaptive behavior
• Significantly sub-average intellectual
  functioning
• (www.isbe.net/spec-ed/categories.html)

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Adaptive Behavior as related to ID

• Limitations in 2 or more adaptive skill
  behaviors
• Conceptual
• Social Skills
• Practical Skills
• Leisure and work, academics, health and safety

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Etiology

• 3 out of 100 people have ID
• 613,000 children (6-21 have ID)
• Can be genetic based
• Can be environmentally based Fetal Alcohol
  Spectrum disorders

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• Problems during pregnancy

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• Problems at birth
• Problems after birth

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Diagnosing ID

• IQ /intellectual functioning Ability to learn,
  think, problem-solve
• Ability to live independently (adaptive
  skills/functioning)

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Characteristics of ID

• Delayed motor milestones
• Trouble with verbal skills
• Trouble understanding social rules
• Trouble seeing consequences of actions
• Cognitive skills

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Characteristics of ID

• Great diversity in intelligence among people
  with ID
• Learn at slower rate
• Achieve less in academics
• Severe ID more difficulties

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Levels of Support
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Conversion table (p. 375)
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Motor Development ID
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• More severe levels of ID greater delay in
  achieving motor milestones

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Social /Emotional

• Vary greatly
• Inappropriate responses
• Difficulty understanding expectations

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Down Syndrome CI/ID
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Ulrich Colleagues

• Additional reading
• Ulrich, D.A. , Ulrich, B.D., Angulo-Kinzler, R.
  Yun, J. (2001)Treadmill training of infants
  with Down Syndrome evidence-based developmental
  outcomes. Pediatrics, 108 (5), 1-7.

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Fragile X Syndrome

• First discovered in 1969

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Fragile X Symptoms

• Cognitive impairments range from LD to ID
• ADD/ADHD
• Autistic-like behaviors

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Prader-Willi Syndrome
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Educational Strategies for students with
Intellectual Disabilities

• Task Analysis
• Break skill down into smaller pieces
• Demonstrate have student demonstrate the skill
  back to you
• Behavior Management
• Consistency
• Choice-making
• Give immediate feedback
• Peer partners

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• Modifications (Mild)
• Rules/strategies
• Place in less demanding position
• Over teach and reinforces cognitive aspects of
  tasks
• Help other students develop sensitivity
• Slow down the speed of task especially if
  non-competitive

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Talking to GPE Students

• Some kids may not be able to think the same way
  you do.

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Inclusion Suggestions

• You can help your classmate by getting them
  back on task
• You can make sure they are always included in
  a group.
• All people feel hurt when other kids dont
  want them play with them. It doesnt matter who
  you are.