what??. past definitions of mental retardation early 20 th century definitions emphasized...
TRANSCRIPT
WHAT??
Mental Retardation /
Developmental Cognitive
Disabilities BY: DIANA HALL
Past Definitions of Mental Retardation
Early 20th century definitions emphasized incurability this was consistent with beliefs about certainty of intelligence testing
and the widespread practices of eugenics
Individuals with mental retardation were prevented from participating in every day environments.
By the 1940’s the definitions reflected more durable themes that still remain in current definitions Social incompetence related to intellectual limitations
Developmental limitations occurring before adulthood
In the 1960’s, incurability was replaced by an emphasis on present function Defined as a symptom, rather than a condition
Was seen as behavioral, rather than organic
In 1992 the definition described mental retardation as present functioning rather that a permanent state of being The definition also noted that functioning typically varies during the
course of one’s life
Adaptive behavior and intelligence reflect the two recurring themes in the definition (Promising Practices for the Identification of Individuals with DCD)
Mental Retardation
The definition has evolved over the years.
Past definitions of mental retardation have sparked ongoing debate.
Refers to a condition resulting in significantly below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects education performance and require special education and related services. This category does no include conditions primarily due to sensory or physical impairments, traumatic brain injury, autism, severe multiple impairments, cultural influences, or inconsistent educational programming.
(Maanum)
Developmental Cognitive Disabilities
Definition according to Individual with Disabilities Act (IDEA):
“Developmental Cognitive Disability (DCD)” means a
condition resulting in significantly below average intellectual
functioning and concurrent deficits in adaptive behavior that
adversely affects educational performance and requires special
education and related services. DCD does not include conditions
primarily due to a sensory or physical impairment, traumatic
brain injury, autism spectrum disorders, severe multiple
impairments, cultural influences, or inconsistent educational
programming.(Promising Practices for the Identification of Individuals with DCD)
SPOT THE DIFFERENCE
Mental Retardation
A condition resulting in significantly below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects education performance and require special education and related services. This category does no include conditions primarily due to sensory or physical impairments, traumatic brain injury, autism, severe multiple impairments, cultural influences, or inconsistent educational programming.
DCD A condition resulting in significantly
below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.
(Promising Practices for the Identification of Individuals with DCD), (Maanum)
Interchangeable?All findings conclude that the terms are
interchangeable.
However
Often DCD is broken down to Developmental Disabilities or Cognitive Disabilities and Developmental Delays and Cognitive delays.
What are These Definitions?
Developmental Disabilities
A cognitive, emotional, or
physical impairment, especially
one related to abnormal
sensory or motor development,
that appears in infancy or
childhood and involves a failure
or delay in progressing through
the normal developmental
stages of childhood.
Life long
Cognitive Disabilities
Cognitive disability –
Limitation of the ability to
perceive, recognize,
understand, interpret,
and/or respond to
information. Often this
refers to Learning
Disabilities.
Life long(Farlax, Inc.) , (Encyclopedia of Children's Health)
More Definitions
a condition, which represents a significant
delay in the process of development
skill deficits including specific delays in
language, perception, metacognition,
social, emotional, and/or motor
development
Developmental Delays differ from other
types of learning disabilities in that they
may improve with intervention and may
eventually disappear.
refers only to children between the ages of
0 and 8 years
Developmental and
Cognitive Delays
(The Same)
(Bishops College Social Services/Education Website)
WHAT DISABILITIES DOES MENTAL RETARDATION OR
DCD INCLUDE THEN?
Down’s Syndrome
Fragile X Syndrome
Prader-Willi Syndrome
Hunter Syndrome
Fetal Alcohol Syndrome
Rett Syndrome
Congenital Rubella
Encephalitic (Swelling of the Brain)
Congenital Cytomegalovirus (CMV)(Maanum)
Degrees of Mental Retardation and DCD: Mild to Moderate
Mild Approximately 85% of the mentally retarded population
IQ score ranges from 50-75
can often acquire academic skills up to the 6th grade level
can become fairly self-sufficient and in some cases live independently, with community and social support
Moderate About 10% of the mentally retarded population
IQ scores ranging from 35-55
can carry out work and self-care tasks with moderate supervision
typically acquire communication skills in childhood
able to live and function successfully within the community in a supervised environment such as a group home
(Farlax, Inc.)
Degrees of Mental Retardation and DCD: Severe to Profound
Severe About 3-4% of the mentally retarded population
IQ scores of 20-40
may master very basic self-care and communication skills
are able to live in a group home
Profound Only 1-2% of the mentally retarded population
IQ scores under 20-25
may be able to develop basic self-care and communication skills with appropriate support and training
retardation is often caused by an accompanying neurological disorder
need a high level of structure and supervision
(Farlax, Inc.)
So What?
Disabilities Can Affect Everyday
Life
But How?
• Socially• Academically• Language deficits• Impairments• May need help with mobility • Daily Care (bath rooming,
eating)• Special Transportation• May need to use Assistive
Technology
How are these Students Affected?
Help with Daily TasksAs Para educators you may need to help students in daily activities such as eating or using the bathroom
participate in physical education activities and swimming as assigned
assist students in getting on and off school buses
supervise students in the absence of the teacher
Use behavior management skills in implementing behavioral strategies
lift and assist students in the use of wheelchairs; classroom and playground
equipment, bathrooms and other school facilities
under the training of the Special Education nurse perform a variety of medically related duties including
administering medications
tube feeding
oral and tracheal suctioning
catherization and changing colostomy bags as required by individual students
apply feeding techniques as prescribed by the teacher
assist students with toileting(Personnel Commission Job Description Special Ed Classroom Assistant), (U.S. Bureau of Labor Statistics)
How is Transportation Effected? If it is determined that a student needs specialized transportation as a
related service, transportation staff shall be invited to participate in the IEP process and serve as an additional resource.
transportation staff person could be expected to serve two major functions as a member of the IEP team
primary function would be to gather information regarding the student's expected transportation needs
secondary function would be to educate the IEP team members regarding the transportation environment
type and configuration of the vehicle
probable length of ride
conditions with respect to temperature extremes during loading/unloading and on the bus
pickup/drop-off
type of device/occupant securement system to be used
need for the vehicle to be equipped with an emergency communication system
degree of training and skills of the driver
need for a bus attendant(IDEA)
More on Transportation If the IEP team indicates a need for transportation as a related service and
if the student will need special care or intervention during transportation (or has adaptive or assistive equipment needs), transportation staff participation is essential in developing information addressing the following concerns:
Can the student be safely transported with out undue risk to the student or others
Does the student have medical, physical or behavioral concerns which would expose the student to unreasonable risk
Can assistive or adaptive equipment identified as necessary to accommodate the student during the transportation process be safely secured and transported
are there adequate instructions regarding its use
The team may utilize information and reports from other experts to assist in their decision making and IEP planning
such as physical therapists, occupational therapists, rehabilitation engineers or equipment vendors for advice
It is often necessary to review various alternative transportation options to meet a student's needs, such as parent or relative providing transportation with reimbursement of mileage costs, public or private transportation at public expense, or the continuum of transportation services available to students with disabilities
(IDEA)
Now What?
DCD Students are often included in the Regular Education Classrooms
What can Educators do to Help them in the inclusive learning Environment?
Click icon to add picture
Strategies to Assist Students
Will vary depending on degrees of disability Mild to moderate Mental Retardation or DCD
Keep in mind that educational goals are about more that academics
Consider seating arrangements
Minimize distractions
Pair student with a capable buddy that can help keep student on task
Be consistent with classroom routines
Require same routines each day and students will be likely to learn to do routine independently
enter classroom
hang up jacket
empty back pack
put lunch away
Provide Predictability
Can teach independence
Decrease unwanted behaviors caused by not understanding expectations
Provide a visual schedule
o Can be written or adapted with pictures or items to show schedule Use a timer to show students when activity will be over and they can move to next task
Provide task boxes
o Complete each task before moving on to next task
(Pulsifer)
Strategies for Profound to Severe
Self-contained classrooms are most common educational placement for students with severe-profound Mental Retardation/DCD, however this trend is changing and more students are being placed in the general education classrooms for a portion of their day.
Break large skills into smaller ones Teach in sequenced series of small subtasks
Mainly focused in communication and self help skills
Provide lots of practice and repeated opportunities to respond
Give positive reinforcement for appropriate behavior
(Maanum)
IMPORTANT
Learn all there is to know about any needed AT
Form Strong Relationships and Trust with your Students
Have Patience
Help Maintain Students Dignity when assisting in daily activities
Be Respectful
Have High Expectations
Have Fun!!
YouTube Video Clip on AT
YouTube - Understanding Assistive Technology
REFERENCES Bishops College Social Services/Education Website. n.d. 19 April 2011 <http://www.bishops.k12.nf.ca/special/except.html>.
Encyclopedia of Children's Health. 2011. 19 April 2011 <http://www.healthofchildren.com/C/Cognitive-Development.html>.
Farlax, Inc. . The Free Dictionary. 2011. 19 April 2011 <http://medical-dictionary.thefreedictionary.com/Developmental+disability>.
—. The Free Dictionary. 2011. 19 April 2011 <http://medical-dictionary.thefreedictionary.com/Mild+mental+retardation>.
IDEA. "Guidelines for Transportation of Students with Special Needs." n.d. 20 April 2011 <http://www.sde.state.ok.us/Schools/Transportation/pdf/SES.pdf>.
Maanum, Jody L. "The General Educator's Guide to Special Education." Maanum, Jody L. Corwin: A Sage Company, 2009. 54-66.
"Personnel Commission Job Description Special Ed Classroom Assistant." n.d. 19 April 2011 <http://www.cajon.k12.ca.us/personnel_services/pdf/specialed_assistant.pdf>.
"Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities." 2004. Minnesota Department of Education. 19 April 2011.
Pulsifer, Lisa. "Teaching Tips for Developmentally Delayed Students." 20 July 2010. Brighthub. 16 April 2011 <http://brighthub.com/education/special/articles/78461.aspx>.
Rochford, John. Clear Helper. n.d. 19 April 2001 <http://clearhelper.wordpress.com/2010/01/19/definitions-of-cognitive-disability/>.
The New York Times Company. About.com. 2011. 19 April 2011 <http://learningdisabilities.about.com/od/glossar1/g/develdelay.htm>.
U.S. Bureau of Labor Statistics. "Bureau of Labor Statistics." 2010-11. United States Department of Labor. 20 April 2011 <http://www.bls.gov/oco/ocos153.htm>.