Chapter Summary:
Chapter 4, defines intellectual disability as significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance. You will learn about how to assess and identify students with an intellectual disability. This chapter will also describe the characteristics of students with an intellectual disability. You will become aware of the prevalence, causes, and prevention. Additionally, you will be introduced to the educational approaches to support students with an intellectual disability.
Learning Outcomes:
• List three criteria necessary to qualify for special education services under the Individuals with Disabilities Education Act category of intellectual disabilities.
• Identify widely used instruments for assessing intellectual functioning and adaptive behavior and state important issues to consider when interpreting and using the results of such tests.
• Describe common characteristics of students with intellectual disabilities and explain how these characteristics are relevant to planning and delivering instruction.
• Identify factors that might account for the wide differences in the prevalence of intellectual disabilities within the school-age population across states and school districts.
• Describe key elements of instruction for teaching academic, functional, and self-determination skills to students with intellectual disability.
• Identify factors that should guide planning and placement decisions for individuals with intellectual disability.
Reflection Questions:
1. Why is it important how intellectual disabilities is defined?
2. What are the advantages and disadvantages of IQ tests and testing?
3. What supports do you think are necessary for successful inclusion of a student with intellectual disabilities in a general education classroom?
Chapter Activity:
1. Watch the video, What is an intellectual disability?
In your own words, explain intellectual disability.
How can a person obtain an intellectual disability?
How can teachers and support staff support a child with an intellectual disability?