Intellectual Disabilities

What is it?http://www.ehow.com/how_2100050_pick-school-down-syndrome-child.htmlhttp://elliestumbo.blogspot.com/2010/10/from-mutterings-and-mussings.htmlhttp://www.nysut.org/educatorsvoice_14852.htm

Presented by: Janet Lee

What causes it?

How can we help?

What do they need?

How can we do this?

Feeble-mindedMoron1910:

Idiot

Imbecile

1950:

2010:

Mental Retardation

RetardIntellectual Disability

Three traits:– Limited intellectual

functioning (<70-75)– Limited adaptive behavior– Originates before 18 yrs.

old.

What is it? •Expressive and receptive language•Physical disability•Difficulty in learning•Difficulty with concentrating•Display inappropriate behavior•May not be able to read and/or write•May not be able to live or work independently•May have difficulty in participating in group settings

These students may have difficulty with:

• High incidence• 1 million people in

Canada (3 in 10 people)• Severity varies– Social, gender, age– Mild IQ=(50-55) to 70– Profound IQ=(<20-25)

What is it?

Assess:IQ, WISC, WIAT, DABS

• Infections & intoxicants– Syphilis, Herpes simplex, bacterial infections, viral infections,

parasitic infections; drugs, poisons, smoking, caffeine, alcohol, lead• Trauma • Metabolism or Nutrition

– Amino acid disorders (phenylketonuria), malnutrition• Unknown Prenatal Influence• Chromosomal Abnormality

– Down Syndrome, Klinefelter’s syndrome, fragile X syndrome• Gestational Disorders

– Prematurity, postmaturity, low birth weight• Psychiatric disorders• Environmental

– Sensory deprivation

What causes it? There is no cookie-cutter student.

What do they need?

Manitoba Curriculum Student’s Learning Needs

General Curriculum

Assistive Technology

Adaptations

Supported Education

Augmentation (Emphasis on strategy training, self-determination)

Curricular Alternatives(functional emphasis)

Climate of empowerment

What do they need?

Employment

Life Skills

Involvement

Independence

RelationshipBuilding

• Regular curriculum• Keep the student’s attention on task,• Teach the content with the methods of learning the

content• Focus on relevant and meaningful teachable content • Provide training that is widely applicable across

other subjects• Offer opportunities to allow active participation

while they are learning.

How can we help?

• Role-playing• Demonstrations• Use concrete objects• Form routines - Flip cards• Simplify and highlight key terms• Instructions – short, precise, clear - repeat• Teach to the different learning styles• Involve participation – peers, family

How can we do this?

http://www.youtube.com/watch?v=8GMbzZ_ss0s

HOKEY POKEY Dance Off!

Thank you for your time!

References• Aaidd.org. (2011) American Association on Intellectual and Developmental Disabilities: Definition of

Intellectual Disability. <http://www.aaidd.org/content_100.cfm?navID=21>. (10 Feb. 2011). • Smith TEC, Polloway EA, Patton JR, Dowdy CA, Heath NL, McIntyre LJ, Francis GC. (2005) Teaching

students with special needs in inclusive settings, 2nd Canadian Edition: Teaching students with intellectual disabilities. Pearson Education Canada: p 170-188.

• Winzer M. (2002) Children with Exceptionalities in Canadian Classrooms: Sixth Edition. Children with Intellectual Disabilities. Pearson Education Canada. Toronto: p 173-213.

• Woolfolk AE, Winne PH, Perry NE, and Shapka J. (2009) Educational Psychology: Fourth Canadian Edition. Pearson Canada. Toronto: p 134-5.

• Picture References:• http://www.genetic-diseases.net/down-syndrome/• http://www.medindia.net/patients/childhealth_articles.asp• http://www.disease-picture.com/2010/03/page/3/• http://www.ehow.com/how_2100050_pick-school-down-syndrome-child.html• http://elliestumbo.blogspot.com/2010/10/from-mutterings-and-mussings.html• http://www.nysut.org/educatorsvoice_14852.htm• http://www.canstockphoto.com/illustration/lifting.html• Video Reference:• http://www.youtube.com/watch?v=8GMbzZ_ss0s