PROFED07-FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION-CHAPTER 5.pdf

FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION CHAPTER 5: INTELLECTUAL DISABILITY Objectives: a. Describe the key features of intellectual disability (ID) and the way in which...

FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION CHAPTER 5: INTELLECTUAL DISABILITY Objectives: a. Describe the key features of intellectual disability (ID) and the way in which children with this condition can vary in terms of their adaptive functioning. b. List and provide examples of challenging behaviors shown by some children with developmental disabilities. c. Apply learning theory to reduce challenging behaviors in youths with developmental disabilities. WHAT IS INTELLECTUAL DISABILITY Has the intellectual disability definition changed in DSM-V? Yes and no. In the past, experts and mental health professionals used the term mental retardation to describe an intellectual disability and it was the term used in the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV). But over the past 20 years or so, mental health experts and other professionals have increasingly begun to use the term, intellectual disability. This term better describes the scope and reality of an intellectual developmental disorder and replaces the term mental retardation in the new DSM-V. “…significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behaviour and manifested during the developmental period, that adversely affects a child’s educational performance.” ~Rosa’s Law, signed by President Obama in October 2010. Page 1  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION Intellectual disability is a term used when there are limits to a person’s ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school. Intellectual disability can be caused by a problem that starts any time before a child turns 18 years old – even before birth. It can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is not known. Some of the most common known causes of intellectual disability – like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections – happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections. Someone with intellectual disability has limitations in two areas. These areas are:  Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.  Adaptive functioning/behaviour. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) identifies three domains of adaptive functioning: conceptual, social, and practical. To be diagnosed with ID, individuals must show impairment in at least one domain. Usually, children with ID experience problems in multiple areas: 1. Conceptual skills: understanding language, speaking, reading, writing, counting, telling time, solving math problems, having the ability to learn and remember information skills. 2. Social Skills: having interpersonal skills (e.g., making eye contact when addressing others), following rules (e.g., turn-taking during games), engaging in social problem-solving (e.g., avoiding arguments), understanding others (e.g., empathy), making and keeping friends. 3. Practical skills: activities of daily living including taking personal care (e.g., getting dressed, grooming), practicing safety (e.g., looking both ways before crossing Page 2  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION street), doing home activities (e.g., using the telephone), having school/work skills (e.g., showing up on time), participating in recreational activities (e.g., clubs, hobbies), and using money (e.g., paying for items at a store). IQ (intelligence quotient) is measured by an IQ test. The average IQ is 100, with the majority of people scoring between 85 and 115. A person is considered intellectually disabled if he or she has an IQ of less than 70 to 75. What are some of the Signs of Intellectual Disability? Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life. Page 3  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION Intellectual Disability in Children There are many signs of intellectual disability. For example, children with intellectual disability may:  sit up, crawl, or walk later than other children  learn to talk later, or have trouble speaking  find it hard to remember things  have trouble understanding social rules  have trouble seeing the results of their actions  have trouble solving problems Kids with intellectual disabilities may have impairments in:  Reasoning  Planning  Abstract thought  Judgment  Academic judgment  Experiential learning Mental health professionals measure these skills through IQ testing and applying clinical judgment to interpret IQ, rather than relying solely on IQ scores for assessing level of impairment. IQ tests used to measure these intellectual abilities must be standardized and given by a professional certified in IQ testing. If you suspect that your child has an intellectual developmental disorder, consult a mental health professional and speak candidly about your concerns. Many of these children lead full and happy lives when they receive the proper care and help. References: https://www.ndss.org/resources/what-is-an-intellectual-disability/ Page 4  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION What causes Intellectual Disability? Doctors can’t always identify a specific cause of ID, but causes of ID can include:  trauma before birth, such as an infection or exposure to alcohol, drugs, or other toxins  trauma during birth, such as oxygen deprivation or premature delivery  inherited disorders, such as phenylketonuria (PKU) or Tay-Sachs disease  chromosome abnormalities, such as Down syndrome  lead or mercury poisoning  severe malnutrition or other dietary issues  severe cases of early childhood illness, such as whooping cough, measles, or meningitis  brain injury Treatment Options for Intellectual Disability Your child will probably need ongoing counselling to help them cope with their disability. You will get a family service plan that describes your child’s needs. The plan will also detail the services that your child will need to help them with normal development. Your family needs will also be addressed in the plan. When your child is ready to attend school, an Individualized Education Program (IEP) will be put in place to help them with their educational needs. All children with ID benefit from special education. The federal Individuals with Disabilities Act (IDEA) requires that public schools provide free and appropriate education to children with ID and other developmental disabilities. For More Knowledge: https://www.youtube.com/watch?v=of4eYqo9hxI Page 5  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION The main goal of treatment is to help your child reach their full potential in terms of:  education  social skills  life skills Treatment may include:  behaviour therapy  occupational therapy  counselling  medication, in some cases What is the long-term outlook? When ID occurs with other serious physical problems, your child may have a below- average life expectancy. However, if your child has mild to moderate ID, they will probably have a fairly normal life expectancy. When your child grows up, they may be able to work a job that complements their level of ID, live independently, and support themselves. Support services are available to help adults with ID live independent and fulfilling lives. Page 6  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION Levels of Support for Children with Intellectual Disabilities There are several levels of support for children with intellectual disabilities. The mental health professional will assess the severity of disability based on the level of support the child needs to succeed and function in daily life: Intermittent support – people with mild intellectual disability typically do not need regular, scheduled assistance. They do need intermittent support for certain situations and when they become exposed to new environments and challenges. Limited support – people with moderate intellectual disability need assistance and training so they can increase their functioning in social situations and in self-care. Some people in this category may need assistance to cope with everyday situations, though. Extensive support – people who need extensive support typically have severe intellectual disability. They have very limited communication ability and can only perform some of the necessary daily self-care duties. They usually need daily support and assistance. Pervasive support – people with profound intellectual disability need this level of support, which entails 24-hour supervision and assistance. Those with profound intellectual disability require constant supervision to ensure their health and safety. Most children with intellectual disabilities will only need intermittent support because 85 percent of people diagnosed with a cognitive impairment fall into the mild category. But, it's up to your child's doctor to decide the level of intervention and support that will work to the best benefit of your child. Once your child receives a diagnosis, learn all you can about your child's specific impairment and disability, so you can help pave the way to success and happiness for him or her. Page 7  FOUNDATION OF SPECIAL AND INCLUSIVE MODULE EDUCATION For More Knowledge: https://www.youtube.com/watch?v=K6WmGhY8Q4I References: https://www.healthyplace.com/neurodevelopmental-disorders/intellectual- disability/intellectual-and-learning-disabilities-in-children-students Page 8