Students with Mental Retardation Intellectual Disabilities Chapter 5
Students with Mental Retardation/ Intellectual Disabilities Chapter 5 © 2009 The Mc. Graw-Hill Companies, Inc.
What is the History of Mental Retardation/Intellectual Disabilities? n Early History n n Rejection and isolation 20 th Century Hospitals and institutions were provided. n Eugenics movement n Rise of advocacy organizations and court challenges n Passage of IDEA in 1975 n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
Why the Use of Two Terms? n Mental Retardation vs. Intellectual Disabilities Negative connotations for MR, but used in IDEA 04 n ID is less stigmatizing, but may be a less clear term than MR n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What is the IDEA 04 Definition? n Mental retardation is “significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. ” IQ below 70 -75 n Deficits in adaptive behaviors n Present before age 18 n Adversely affects educational performance n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
How Are Students Classified? n Severity (Used in schools since the 1980 s and based on IQ) Mild = 50 to 70 -75, Moderate = 35 to 50 n Severe = 20 to 35, Profound = Below 20 n n AAMR Levels of Support Needed Intermittent n Limited n Extensive n Pervasive n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What is the Prevalence of Mental Retardation/Intellectual Disabilities? 1% of students in school are classified as having mental retardation. n Overrepresentation of some minority groups – greater likelihood of identification as having mental retardation among African Americans. n 56% males (aged 6 -17) n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What are the Causes of Intellectual Disabilities? n Genetic and Chromosomal – Examples include: n n Environmental – Examples include: n n Tuberous Sclerosis, Neurofibromatosis, PKU, Galactosemia, Hurler Syndrome, Tay Sachs, Hunter Syndrome, Lesch-Nyan Syndrome, Fragile X, Rett Syndrome, Down Syndrome Toxoplasmosis, Rubella, Cytomegalovirus, Radiation, Malnutrition, Maternal Age, Maternal Health, Drug and Substance Abuse, Blood Type Incompatibility Psychosocial Factors – Examples include: n Poverty, Malnutrition, Inadequate Health Care n May contribute to mental retardation rather than be a direct cause Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
Can Mental Retardation/Intellectual Disabilities Be Prevented? n Medical Technology and Testing Magnetic imaging and computer tomography n Amniocentensis and Chorion villus sampling n n Good Prenatal Care and Early Intervention Services Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What are Possible Characteristics of Students with Intellectual Disabilities? Difficulties learning n Deficits in social-personal skills n Deficits in adaptive behavior skills n Attention difficulties n Memory deficits n Difficulty transferring and generalizing skills n Speech and Language delays n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
How are Students with Mental Retardation Identified? Intelligence Testing (IQ below 70 -75) n Adaptive Skills Assessments (deficits in adaptive skills) n Academic Skills Assessments (adversely affects educational performance) n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What Do I Teach Students with Intellectual Disabilities? Person-centered planning n Basic academic skills n Functional curriculum n n Functional academics, independent life skills, selfdetermination, self-advocacy Community-based instruction n Transition planning n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
How Do I Teach Students with Intellectual Disabilities? n Direct instruction with clear objectives, advance organizers, “think-aloud” model, guided practice, independent practice, post-organizers Focus on task analysis n Focus on sequencing tasks for recognition, recall, reconstruction n Focus on presentation and practice, including use of prompts n n Generalization Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What Are Considerations for the Instructional Environment? n n n n Create a flexible classroom arrangement Use natural environments Location of materials Provide quiet areas Provide areas for play and communication Carrels, tables, desks Job skills areas Groupings n n n Cooperative learning Peer tutoring Whole group Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What Types of Instructional Technology Can be Used? n Technology that removes barriers n n n Technology that adapts the curriculum n n n Talking calculators Voice recognition software Use of computers to supplement instruction Best Buddies International (e-Buddies) User-friendly materials Alternative forms of communication Consider the diverse backgrounds and family needs Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
What are Some Considerations for the General Education Teacher? Have high expectations for success n Make accommodations and adapations as needed n Consider cascade of integration options n Plan and explicitly teach skills n Encourage self-determination n Utilize inclusive service-learning n Taylor/Smiley/Richards, Exceptional Students © 2009 The Mc. Graw-Hill Companies, Inc.
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