WHAT??

1. WHAT??

2. Mental Retardation / Developmental Cognitive Disabilities By: Diana Hall

3. 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)

4. 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)

5. 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)

6. Spot the Difference Mental Retardation 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. • 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. (Promising Practices for the Identification of Individuals with DCD), (Maanum)

7. 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.

8. What are These Definitions? Developmental Disabilities 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 • 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 (Farlax, Inc.) , (Encyclopedia of Children's Health)

9. 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)

10. What Disabilities Does Mental retardation or DCD Include Then? • Down’s Syndrome • Fragile X Syndrome • Prader-Willi Syndrome • Hunter Syndrome • Fetal Alcohol Syndrome • RettSyndrome • Congenital Rubella • Encephalitic (Swelling of the Brain) • Congenital Cytomegalovirus (CMV) (Maanum)

11. 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.)

12. 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.)

13. So What?

14. Disabilities Can Affect Everyday Life But How?

15. How are these Students Affected? • Socially • Academically • Language deficits • Impairments • May need help with mobility • Daily Care (bath rooming, eating) • Special Transportation • May need to use Assistive Technology

16. 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 • catherizationand 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)

17. 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)

18. 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)

19. Now What?

20. DCD Students are often included in the Regular Education Classrooms What can Educators do to Help them in the inclusive learning Environment?

21. 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 • 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 • Complete each task before moving on to next task (Pulsifer)

22. 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)

23. 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!!

24. YouTube Video Clip on ATYouTube - Understanding Assistive Technology

25. 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>.