Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Chapter 8
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Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
“…significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.”
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
No single prevalence estimate is definitive
Little research on gender differences
Disproportionate representation of
African American males
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Most are unknown Prenatal (before birth)
Chromosomal abnormalities (e.g., Down Syndrome, William’s Syndrome, Fragile X Syndrome), Fetal Alcohol Syndrome
Perinatal (during/immediately after birth) Premature birth, low birth weight, anoxia
Postnatal (after birth) Accidents or illnesses (e.g., encephalitis,
brain injury)
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
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Low birth weight Developmental
delay Epilepsy Poor coordination
/ fine motor skills Behavioral
problems
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Down Syndrome (Trisomy 21)
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1:733 births, and more than 350,000 people in the U.S.
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
Physical Deformitiesflattening of the back of the headslanting of the eyelidsshort stubby limbsthick tonguesheart problemsoverly flexible jointsshorter than normal height
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
eye & vision impairments Hyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palate Autism and autistic-like behavior Prominent ears hand biting and hand-flapping Mental Retardation Hyperactivity and short attention span
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
absence of genetic materials on the 7th pair of chromosomes. “elfish” face “Mental retardation Highly personable Relatively good language skills Musical ability Behavior problems Cardiovascular problems “miss the forest for the trees.”
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
1:15,000 births microcephaly Seizures hyperactivity Excessive phenylalanine
in the blood Phenylalanine in meat,
dairy products, fish, grains and legumes
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
Inability to properly process lactose- cataracts- infections- MR- kidney failure- enlarged liver- poor growth
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
1:3000 Tumors grow along
types of nerves. - headaches- seizures- MR- macrocephaly
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
1:15,000 babies - effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate MR- Insatiable appetite
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities“Copyright© Allyn & Bacon 2006”
Congenital rubella pregnant woman who has
contracted rubella during her first trimester
- microcephaly- heart defects- MR
Toxoplasmosislitter boxes and garden soil.
- encephalitis- heart- liver- eyes- MR
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Bell Curve
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Full Scale IQ
Verbal IQ
Performance IQ
(WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 ½ to 7 years, 3 months
(WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months
(WAIS-III) Wechsler Adult Intelligence Scale-Revised
Ages 16-89
Stanford-Binet V (ages 2 – 80)
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Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities22
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
WAIS - III
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Intermittent
Limited
Extensive
Pervasive
How Much Support?
Least
Most
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Working memory
Generalization
Metacognition
Motivation
Language
Academic skills
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
More likely to be rejected by peers
Immature behavior
Inappropriate responses in social situations
Difficulty understanding subtle social cues
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental DisabilitiesCopyright © Allyn & Bacon 2006
Deficits in: Communication
Self-careSocial skills
Home livingLeisure
Health and safety
Functional academics Community use
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Parent/Caregiver Rating Form, Interview Form - 0 through 90
Teacher Rating Form - 3 through 21 years,11 months
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Services may occur in the child’s home
Most begin preschool at age 3 Programs stress child development
and learning
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
General Education Curriculum Reading, writing, math, social
studies
Life Skills Curriculum Applied academic skills Community-based instruction
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Breaking of a complex task or behavior into its component parts Select goals Identify prerequisite skills and materials
needed to perform the task Identify specific components of the task
and sequence component parts Evaluate instruction and task mastery
level Seek to generalize skill to other settings
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Peer-mediated instruction Cooperative learning Peer tutoring
Copyright © Allyn & Bacon 2008Chapter 8: Students with Intellectual and Developmental Disabilities
Should students with mental retardation participate in high-
stakes testing?
How do we effectively foster self-determination in students
with mental retardation?