Intellectual Disabilities PDF

Intellectual Disabilities Overview ​ Definition:​ Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child...

Intellectual Disabilities Overview ​ Definition:​ Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.​ ○​ IQ Score: A test score below or around 70 is commonly used for diagnosis. ​ Adaptive Behavior:​ The collection of conceptual, social, and practical skills that individuals learn to function in their daily lives:​ ○​ Conceptual Skills: Literacy, self-direction, and concepts of number, money, and time. ○​ Social Skills: Interpersonal skills, social responsibility, self-esteem, gullibility, social problem solving, following rules, obeying laws, and avoiding victimization. ○​ Practical Skills: Activities of daily living (e.g., personal care), occupational skills, use of money, safety, healthcare, travel/transportation, schedules/routines, and telephone use. ​ Common Characteristics of Individuals with Intellectual Disabilities:​ ○​ Challenges in cognitive functioning and adaptive behavior. ○​ Difficulty with problem-solving, reasoning, and academic learning. ○​ Limited communication and social interaction skills. Historical Background ​ Attitudes Toward Individuals with Intellectual Disabilities – Changes:​ ○​ Societal views have shifted from rejection and isolation to acceptance and inclusion. ​ Eugenics Movement:​ ○​ A historical period during which individuals with intellectual disabilities were subjected to sterilization or institutionalization to prevent reproduction. ​ Institutionalization:​ ○​ Historically, many individuals with intellectual disabilities were placed in large, isolated institutions with inadequate care. ​ The Kallikak Family Study:​ ○​ A pseudoscientific study falsely linking intellectual disabilities to hereditary "feeblemindedness," used to support the eugenics movement. ​ Parent Groups and National Associations:​ ○​ The rise of advocacy groups, such as The Arc, led to increased support and recognition for individuals with intellectual disabilities and their families. Assessment  ​ Assessment of Intelligence:​ ○​ Standardized intelligence tests (e.g., IQ tests) measure cognitive abilities. ○​ A score below 70-75 often indicates intellectual disability. ​ Assessment of Adaptive Behavior:​ ○​ Tools like the Vineland Adaptive Behavior Scales evaluate conceptual, social, and practical skills. Levels of Support ​ Four levels of support describe the intensity of assistance needed: 1.​ Intermittent: As needed for specific tasks or transitions. 2.​ Limited: Consistent support over time, but not intensive. 3.​ Extensive: Regular, ongoing support in some environments. 4.​ Pervasive: Constant, high-intensity support in all settings. Causation ​ Prenatal (Genetic and Chromosomal Abnormalities): ○​ Examples: Down syndrome, Fragile X syndrome, metabolic disorders. ​ Perinatal: ○​ Birth complications such as oxygen deprivation (hypoxia) or prematurity. ​ Postnatal (Environmental): ○​ Infections (e.g., meningitis), malnutrition, and lack of early stimulation. ​ Unknown: ○​ In many cases, the exact cause is not identified. Education ​ Academic and Functional Needs: ○​ Emphasis on basic literacy, numeracy, life skills, and vocational training. ​ Inclusive Education: ○​ Integration of students with intellectual disabilities into general education classrooms to the greatest extent possible. ​ Transition from School to Adulthood: ○​ Focus on vocational training, independent living skills, and community participation. Classroom Management and Teaching Strategies ​ Working with Families: ○​ Recognize the emotional reactions of parents (e.g., grief, acceptance). ○​ Provide clear communication, resources, and support. ○​ Recommendations to Parents: ​ Encourage involvement in their child’s education. ​ Advocate for necessary supports and services. ​ Behavioral Interventions: ○​ A-B-Cs of Learning: Antecedent, Behavior, Consequence. ○​ Reinforcement: Positive reinforcement to encourage desired behaviors.  ○​ Visual Schedules: Provide structure and predictability. ○​ Social Stories: Teach appropriate social behaviors in specific situations. ○​ Video Modeling: Use videos to demonstrate desired behaviors or skills. ○​ Token Economy: Reward systems where tokens are exchanged for preferred items/activities. ○​ Behavioral Momentum: Use easy tasks to build success and transition to harder tasks. ○​ Premack Principle: Use preferred activities as a reward for completing less preferred tasks. ○​ Shaping: Gradually reinforce closer approximations of the desired behavior. Resources for Further Study ​ Hallahan, D., Kauffman, J., & Pullen, P. (2019). Exceptional Learners: An Introduction to Special Education (14th ed.). Boston: Pearson. ​ Any introductory textbook on special education covering a chapter on intellectual disabilities.