Chapter 9 Understanding Students with Intellectual Disabilities Exceptional

Chapter 9 Objectives At the end of this chapter you should be n n able to: Identify and define the characteristics of students with intellectual disabilities. Explain the causes of intellectual disabilities. Describe successful instructional practices for students with intellectual disabilities Explain vocational and transition needs of students with intellectual disabilities. Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 2 © 2010 Pearson Education, Inc. All Rights Reserved.

Defining Intellectual Disabilities § AAIDD definition § Intellectual disabilities is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. § This disability originates before age 18. Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 3 © 2010 Pearson Education, Inc. All Rights Reserved.

Five Assumptions Essential to the Application of the Definition (Figure 9– 1) 1. 2. 3. 4. 5. Limitations in present functioning must be considered within the context of community environments typical of the individual's age peers and culture. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors. Within an individual, limitations often coexist with strengths. An important purpose of describing limitations is to develop a profile of needed supports. With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally will improve. Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 4 © 2010 Pearson Education, Inc. All Rights Reserved.

Definitions of Intensities of Support (Figure 9 -2) § § Intermittent: “As needed” Limited: Consistency, but time limited Extensive: Regular involvement (daily), not time limited Pervasive: Constant, high intensity, potential life sustaining nature Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 5 © 2010 Pearson Education, Inc. All Rights Reserved.

Prevalence of Intellectual Disabilities § § § Inconsistent rates reported U. S. Department of Education reported 0. 08% in 2006 511, 041 students with intellectual disabilities, ages 6 to 21, received special education services Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 6 © 2010 Pearson Education, Inc. All Rights Reserved.

Characteristics of Intellectual Disabilities § § § Limitations in Intellectual Functioning § Measured through use of IQ tests Memory (short-term) Generalization Motivation (outer-directedness) Limitations in Adaptive Behavior § Three domains: Conceptual Skills, Social Skills, Practical Skills § Self-determination Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 7 © 2010 Pearson Education, Inc. All Rights Reserved.

Determining the Causes § Causes by Timing § Prenatal § Perinatal § Postnatal § Causes by Type § Biomedical § Social § Behavioral § Educational Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 8 © 2010 Pearson Education, Inc. All Rights Reserved.

Evaluating Students with Intellectual Disabilities Determining the Presence § Evaluate intellectual functioning and adaptive skills § Intellectual functioning: IQ tests § Adaptive skills: Measures such as AAIDD Diagnostic Adaptive Behavior Scale (DABS) § Determining the Nature and Extent of General and Special Education and Related Services § For older students, the Transition Planning Inventory is useful § Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 9 © 2010 Pearson Education, Inc. All Rights Reserved.

Partnering for Special Education and Related Services n Transition Services key goals n n n To improve collaboration and links between systems to support student achievement of meaningful school and post-school outcomes To promote the student’s selfdetermination and self-advocacy To increase parent participation and involvement Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 10 © 2010 Pearson Education, Inc. All Rights Reserved.

Partnering for Special Education and Related Services n Four levels of transition teams n n A statement transition team that includes secondary educators, adult service providers, adults with disabilities, and family members A communitywide team representing all of the key agencies involved A schoolwide team consisting of key professionals and family members An IEP team for each student Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 11 © 2010 Pearson Education, Inc. All Rights Reserved.

Determining Supplementary Aids and Services n Paraprofessionals can be important n More than 280, 000 in U. S. n Paraprofessionals add appropriate levels of support, they may isolate students; velcroed effect n Roles and Responsibilities Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 12 © 2010 Pearson Education, Inc. All Rights Reserved.

Planning for Other Educational Needs n n n Functional Skills may include: n Applied money concepts n Applied time concepts n Community mobility and access n Grooming and self-care n Leisure activities n Health and safety n Career education Instruction in Inclusive Classrooms Instruction in Community Settings Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 13 © 2010 Pearson Education, Inc. All Rights Reserved.

Early Childhood Students n n Prelinguistic milieu teaching First, follow the child's lead n Then, set the stage for communication n Finally, be strategic when using games like Pat-a-Cake and Peak-a. Boo Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 14 © 2010 Pearson Education, Inc. All Rights Reserved.

Early Childhood Students n Steps to prelinguistic milieu teaching n n n n Prompt the child to communicate Prompt the child to initiate Vocally imitate the child’s resultant vocalizations Comply with the child’s requests Recode the child’s communication act Acknowledge the child’s communicative act Talk to the child Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 15 © 2010 Pearson Education, Inc. All Rights Reserved.

Elementary and Middle School Students n Self-determined learning model of instruction (The University of Kansas) n 12 student questions n Teacher objectives n Educational supports n Three phases: 1. What is my goal? 2. What is my plan? 3. What have I learned? Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 16 © 2010 Pearson Education, Inc. All Rights Reserved.

Secondary and Transition Students n Community Based Instruction n Teaching in the natural environment n Community-based Instructional Approaches n “Learn it where you’ll need to do it. ” n “Teach it where you want your students to practice it. ” n Project TASSEL Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 17 © 2010 Pearson Education, Inc. All Rights Reserved.

Measuring Students’ Progress n Progress in the general curriculum n Data-based monitoring: Requires teachers regularly to collect different types of data such as: 1. Response-by-response data 2. Instructional and test data 3. Error data 4. Anecdotal data Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 18 © 2010 Pearson Education, Inc. All Rights Reserved.

Measuring Students’ Progress n Progress in addressing other educational needs n Ecological inventory process n Life Space Analysis n Gather information about the student’s daily environments n Conduct ecological inventories n Conduct a discrepancy analysis n Perform an Activity Task Analysis Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 19 © 2010 Pearson Education, Inc. All Rights Reserved.

Making Accommodations for Assessment n Accommodations may include: n Dictating responses to someone n Having extended time n Having test items orally read n Clarifying test items Exceptional Lives: Special Education in Today’s Schools, 6 e Ann Turnbull, Rud Turnbull, and Michael Wehmeyer ISBN: 0135027012 20 © 2010 Pearson Education, Inc. All Rights Reserved.