Chapter 8 Intellectual Disabilities

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Chapter 8 Intellectual Disabilities
C H A P T E R
8
Intellectual Disabilities
Patricia L. Fegan
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Terminology

• Intellectual disabilities
• versus
• Mental retardation

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American Association of Intellectual and
Developmental Disabilities2002 Definition of
Mental Retardation

• Mental retardation is a disability characterized
  by
• significant limitations in intellectual
  functioning
• significant limitations in adaptive behavior, as
  expressed in conceptual, social, and practical
  adaptive skills and
• origination before age 18.

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Classification of Mental Retardation by IQ Level

• Mild limitations IQ 50-55 to 70-75
• Moderate limitations IQ 35-40 to 50-55
• Severe limitations IQ 20-25 to 35-40
• Profound limitations IQ below 20-25

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Intensities of Support

• Intermittent
• Limited
• Extensive
• Pervasive
• Based on types of support needed, how long and
  how often they are needed, the settings in which
  they are needed, and the resources required to
  provide the supports (not based on IQ score).

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Incidence of Intellectual Disabilities

• Over 300 million worldwide
• 7.5 million in the United States

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Intellectual Disabilities

• Intellectual disabilities are 7 times more
  prevalent than deafness.
• They are 9 times more prevalent than cerebral
  palsy.
• They are 15 times more prevalent than total
  blindness.
• They are 35 times more prevalent than muscular
  dystrophy.

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What Causes Intellectual Disabilities?

• There are about 400 known causes.
• Half have more than one causal factor.
• Most prevalent known cause is fetal alcohol
  syndrome.
• Most prevalent genetic cause is fragile X
  syndrome.
• Disorders can be biomedical, social, behavioral,
  or educational.

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Learning Characteristics

• Intermittentlimited support needs learning rate
  is 40 to 70 of those without intellectual
  disabilities.
• Extensivepervasive support needs usually
  incapable of traditional schooling. Need to
  master basic life skills and communication
  skills.

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Social and Emotional Characteristics

• Same ranges of social behavior and emotion
• More frequent inappropriate responses to social
  and emotional situations
• Difficulty generalizing information
• Difficulty learning from past experiences, so
  often exposed to situations they are not prepared
  to handle
• More often do not fully comprehend what is
  expected of them, so respond inappropriately

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Physical and Motor Characteristics

• Differ least in physical and motor domain
• The greater the intellectual deficit, the greater
  the lag in development
• Walk and talk later slightly shorter more
  susceptible to physical problems and illnesses
• Extensive support needs 4 years behind peers on
  physical and motor tests

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Organizational Methods

• Learning stations
• Peer instruction and cross-age tutoring
• Community-based instruction
• Partial participation

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Instructional Methods

• Concrete and multisensory experiences
• Data-based teaching
• Ecological task analysis
• Behavior management
• Move from familiar to unfamiliar
• Consistency and predictability
• Choice making
• Activity modifications

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Activities

• Select activities that are popular and available
  in the community.
• Employ teaching methods appropriate to the
  cognitive development stage.
• Select activities that are chronologically age
  appropriate.
• Adapt activities according to functional
  abilities of the athletes.

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Special Olympics Mission

• Components
• Year-round
• Training and competition
• Olympic-type sports
• Individuals with intellectual disabilities
• (continued)

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Special Olympics Mission (continued)

• Outcomes
• Physical fitness
• Courage and joy
• Sharing of gifts and skills
• Friendship
• Families
• Athletes
• Community

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Special Olympics Sports

• Gymnastics (artistic and rhythmic)
• Judo
• Powerlifting
• Roller skating
• Sailing
• Softball
• Table tennis
• Team handball
• Tennis
• Volleyball
• (continued)

• Official Summer Sports
• Aquatics
• Athletics
• Badminton
• Basketball
• Bocce
• Bowling
• Cycling
• Equestrian sports
• Football (soccer)
• Golf

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Special Olympics Sports (continued)

• Official Winter Sports
• Alpine skiing
• Cross-country skiing
• Figure skating
• Floor hockey
• Snowboarding
• Snowshoeing
• Speed skating
• (continued)

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Special Olympics Sports (continued)

• Recognized Sports
• Cricket
• Kayaking
• Netball

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Special Olympics Sport Rules

• Based on international and national governing
  body rules of sport federations.
• Contain few modifications.
• Provide events for all ability levels.
• Govern all Special Olympics competitions.

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Opportunities for All Ability Levels Range of
Events in Athletics

• Walking
• 10 m assisted walk
• 15,000 m walk
• Running
• 25 m dash
• 4 ? 100 or 400 m relays
• Marathon
• 100 m hurdles
• (continued)

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Opportunities for All Ability Levels Range of
Events in Athletics (continued)

• Throwing
• Tennis ball throw
• Softball throw
• Shot put
• Wheelchair
• 30 m motorized slalom
• 30 m slalom
• 400 m race
• (continued)

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Opportunities for All Ability Levels Range of
Events in Athletics (continued)

• Jumping
• Standing long jump
• Long jump
• High jump
• Pentathlon
• Motor activities training
• Unified Sports

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Sample Division
Event Shot put Division 1 (age group 16-21)
Athlete ID Age Distance
010 16 10.3 m
252 17 9.9 m
490 16 9.8 m
115 18 9.5 m
620 21 9.5 m
331 19 9.3 m
915 18 9.1 m
807 20 9.0 m

• Note All athletes are within the designated age
  groups range of ages, and their distances are
  within 15 of the best score.

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Progression of Games

• Local
• County or area
• District
• State
• National
• Multinational
• Regional
• World

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Why Special Olympics Is Unique

• No fees charged to athletes or families
• Sport opportunities for all ability levels
• Divisioning for equitable competition
• Awards for all participants
• Random draw for advancement to higher levels of
  competition

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INAS-FID Sports

• Athletics
• Basketball
• Cycling
• Football (soccer)
• Judo

• Nordic skiing
• Swimming
• Table tennis
• Tennis