Teaching Students with Intellectual Disabilities.
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Transcript of Teaching Students with Intellectual Disabilities.
Teaching Students with Intellectual Disabilities
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)
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
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
• Problems during pregnancy:
• Problems at birth:
• Problems after birth:
Diagnosing ID
• IQ /intellectual functioning: Ability to learn, think, problem-solve
• Ability to live independently (adaptive skills/functioning)
Characteristics of ID
• Delayed motor milestones• Trouble with verbal skills• Trouble understanding social rules• Trouble seeing consequences of actions • Cognitive skills
Characteristics of ID
• Great diversity in intelligence among people with ID
• Learn at slower rate• Achieve less in academics• Severe ID = more difficulties
Levels of Support
Conversion table (p. 375)
Motor Development & ID
• More severe levels of ID = greater delay in achieving motor milestones
Social /Emotional
• Vary greatly• Inappropriate responses• Difficulty understanding expectations
Down Syndrome & CI/ID
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.
Fragile X Syndrome
• First “discovered” in 1969
Fragile X Symptoms
• Cognitive impairments – range from LD to ID• ADD/ADHD• Autistic-like behaviors
Prader-Willi Syndrome
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
• 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
Talking to GPE Students
• “Some kids may not be able to think the same way you do.”
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.”