Essentially when one has a limitation in their cognitive function and skills, possibly due to a developmental delay, AND an adaption delay (unable to complete age-appropriate self care) that negatively affects one's academic performance.
"A significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a student’s educational performance."
General Information:
7.1% of students under IDEA (age 6-21)
There is a spectrum aspect to intellectual disabilities
Mild - moderate - severe - profound
Evaluated relative to a system of supports andservices recieved
Support areas (teaching, home living)
Relevant support activities (interests, activities)
Level and intensity of support (intermittent, limited, extensive, pervasive)
80-90% have mild or moderate intellectual disabilities
Wide range of causes
Genetic factors (hereditary genetic traits, chromosomal abnormalities)
Brain factors (brain or central nervous system defects)
Environmental Influences (poor nutrition during prenatal developement, premature, lead poisoning)
Characteristics of Intellectual Disabilities:
Intellectual and cognitive function:
Difficulty applying learned information into real life
Slower pace of learning
Deficits in intellectucal functioning, including:
Attention
Memort
Thinking
Problem-solving abilities
Social and adaptive behavior:
Difficulty making and maintaingin friendships
Can be frustrated easily
Considered socially immature
Exhibit inappropriate social behavior
Language:
Less developed communication skills
Difficulties comprehending abstract vocab or concepts
Academics:
Difficulty learning basic skills
Require repetition
Concrete and meaningful examples
Poor motor coordination
Adaptations for Students with Intellectual Disabilities:
Make preperations
Preteach the daily routine
Build their confidence
Monitor peer relationships
Ensure that relationships are genuine and positive
Adapt instructional materials
Reduce reading,writing, and language requirements
Simplify relevant worksheets
Teach life skills that emphasize transition to adulthood
Adapt instructional procedures
Priortize objectives
Determine what is most important for student to learn and teach directly to that objective
Adapt instruction
Clear and organized presentations
Provide frequent reviews
Encourage independent thinking
Communicate with families
General Information:
Early intervntion is commonly implinanted to help positively impact the overall developement of children with intellectual disabilities
The majority of students with an intellectual disability have an IQ between 50 and 75
Characteristics of Intellectual Diabilities:
Difficulty focusing
Attention deficity
Memory problems
Difficulty generalizing knowledge
Applying learned skills to new situations
Adaptations for Students with Intellectual Disabilities:
Scaffolding!!
Use a natural setting, real life examples, and teach applicable skills
Utiliza adaptive technologies
N/A
Down Syndrome
A childhood neighbor had down syndrome. She was two years older than me, so the only times we ever really interacted was on the bus. But she was very sweet and definetly sassy (especially if you sat in her seat). She was on the cheerleading team in middle and high school and was really good. The biggest thing I remember about her was her smile after cheering at a football game.
How has early intervention better prepared kids to become students?
What are other examples of learning diaebilities aside from down syndrome?