teaching students with intellectual disabilities
TRANSCRIPT
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Teaching Students with Intellectual Disabilities
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Defined
• Intellectual Disabilities: – Significant limitations both in intellectual
functioning and in adaptive behavior…– Significantly sub-average intellectual functioning
– (www.isbe.net/spec-ed/categories.html)
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Adaptive Behavior as related to ID
• Limitations in 2 or more adaptive skill behaviors:– Conceptual:– Social Skills:– Practical Skills:– Leisure and work, academics, health and safety
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Etiology• ~ 3 out of 100 people have ID• 613,000 children (6-21 have ID)• Can be genetic based• Can be environmentally based – Fetal Alcohol
Spectrum disorders
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• Problems during pregnancy:
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• Problems at birth:
• Problems after birth:
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Diagnosing ID
• IQ /intellectual functioning: Ability to learn, think, problem-solve
• Ability to live independently (adaptive skills/functioning)
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Characteristics of ID
• Delayed motor milestones• Trouble with verbal skills• Trouble understanding social rules• Trouble seeing consequences of actions • Cognitive skills
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Characteristics of ID
• Great diversity in intelligence among people with ID
• Learn at slower rate• Achieve less in academics• Severe ID = more difficulties
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Levels of Support
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Conversion table (p. 375)
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Motor Development & ID
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• More severe levels of ID = greater delay in achieving motor milestones
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Social /Emotional
• Vary greatly• Inappropriate responses• Difficulty understanding expectations
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Down Syndrome & CI/ID
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Ulrich & Colleagues
Additional reading: Ulrich, D.A. , Ulrich, B.D., Angulo-Kinzler, R. &
Yun, J. (2001)Treadmill training of infants with Down Syndrome: evidence-based developmental outcomes. Pediatrics, 108 (5), 1-7.
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Fragile X Syndrome
• First “discovered” in 1969
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Fragile X Symptoms
• Cognitive impairments – range from LD to ID• ADD/ADHD• Autistic-like behaviors
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Prader-Willi Syndrome
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Educational Strategies for students with Intellectual Disabilities
• Task Analysis– Break skill down into smaller pieces– Demonstrate & have student demonstrate
the skill back to you• Behavior Management• Consistency• Choice-making• Give immediate feedback• Peer partners
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• Modifications (Mild)– Rules/strategies–Place in less demanding position–Over teach and reinforces
cognitive aspects of tasks–Help other students develop
sensitivity–Slow down the speed of task –
especially if non-competitive
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Talking to GPE Students
• “Some kids may not be able to think the same way you do.”
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Inclusion Suggestions
• “You can help your classmate by getting them back on task”
• “ You can make sure they are always included in a group.”
• “ All people feel hurt when other kids don’t want them play with them. It doesn’t matter who you are.”