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Mild-to-Moderate Intellectual Disability

Mild-to-Moderate Intellectual Disability. Christopher J. Lemons, Ph.D. chris.lemons@vanderbilt.edu. Intellectual Disability (ID).

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Mild-to-Moderate Intellectual Disability

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  1. Mild-to-Moderate Intellectual Disability Christopher J. Lemons, Ph.D. chris.lemons@vanderbilt.edu

  2. Intellectual Disability (ID) • Students with ID have (a) an IQ that is two standard deviations below the population mean [i.e., a standard score >70 on a measure with M=100, SD=15]; and deficits in adaptive behavior [e.g., self care, safety] • ID replaces term “mental retardation” • Students are sometimes classified as having mild (IQ 50-69) , moderate (IQ 35-49), or severe ID (IQ <35).

  3. Goals of Special Education for Students with ID • Origins of special education for this population of students were aimed at (a) getting students access to education services, and (b) increasing the time students spent with peers who are typically developing and the same age. • Currently, students are sometimes served for a portion of or all of their day in self-contained special education classrooms (i.e., students with only other students with disabilities). • However, the last decade has seen an increased trend for this group of students to receive services in the general education classroom, often to receive ALL services in the general education classroom (e.g., full inclusion).

  4. Tensions between FAPE and LRE • While promoting inclusive interactions between students with and without ID has many benefits,

  5. Inclusion in theory…

  6. Inclusion (often) in practice…

  7. Tensions between FAPE and LRE • While promoting inclusive interactions between students with and without ID has many benefits, • A focus on full inclusion ignores that fact that many students with ID will not meet academic, behavior, or independence goals without interventions that are more intense than those that can be provided in a general education classroom.

  8. Tensions between FAPE and LRE • For example, on a current project, a majority of elementary-aged students with Down syndrome (DS) receive allof their reading instruction in the general education classroom. • A closer examination of this placement reveals that para-professionals (non-certified teacher assistants) provide support to complete work assigned to other students, but that the time the students with DS receive one-on-one or small group direct instruction on reading skills is minimal. • Data from our project demonstrate that students who receive more intensive reading interventions (one-on-one intervention provided outside of the general education classroom) demonstrate greater improvements in reading skills.

  9. Consider…

  10. Thoughts • What is the goal of special education? • Increased social interactions? Increased learning of academic and behavioral skills? Increased independence and possibilities for post-secondary employment? • Special education was created because students with disabilities need something differentfrom general education. • It was meant to be individualized. Email me for a copy of Zigmond & Kloo (2011). Why special education is (and should be) different from general education.

  11. Thoughts • Too strong of a focus on full inclusion and on-grade level academic achievement standards violates many of the foundational principles of special education. • Inclusion doesn’t have to be either/or. • However, we have to ensure that intervention provided outside the general education classroom is of sufficient quality and intensity to justify the service. • Parents, teachers, and IEP teams need to reconsider post-secondary goals and think more critically about how schools can increase post-secondary outcomes for students with ID. Email me for a copy of Zigmond & Kloo (2011). Why special education is (and should be) different from general education.

  12. For Ed Writers • In your questions, dig deeper into the actual services provided to students, the goals, and related outcomes—not just whereservices are provided. • Ask parents and teachers what the intended outcomes are for the student. How are the current services going to deliver?

  13. For Ed Writers • Don’t get caught in the either/or battle over full inclusion. There has to be a limit on what can feasibly be done in a general education classroom. • For example, consider why we have specialists in medicine? Can you imagine if your general practitioner had to handle all of your urgent medical needs? • Would you trust this person to treat you for a hip replacement, a brain tumor, and a heart valve repair? • No—you want an expert for these highly detailed procedures. Special education should be seen as the educational equivalent. (And, with additional efforts in the field, should also deliver results.)

  14. Comments. Questions? • Thank you. • chris.lemons@vanderbilt.edu

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