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Cognitive Disabilities

Cognitive Disabilities. Intellectual Disabilities across the continuum Education of Students with Severe and Multiple Disabilities. Goals for Today. provide a definition of disability based upon current research Discuss currently accepted terms for disability

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Cognitive Disabilities

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  1. Cognitive Disabilities Intellectual Disabilities across the continuum Education of Students with Severe and Multiple Disabilities

  2. Goals for Today • provide a definition of disability based upon current research • Discuss currently accepted terms for disability • Define intellectual disability and possible causes • Describe red flags for intervention

  3. What is disability? • Encarta: 1. restricted capability to perform particular activities: an inability to perform some or all of the tasks of daily life2. medical condition restricting activities: a medically diagnosed condition that makes it difficult to engage in the activities of daily life3. payment to person with inability: a sum of money paid to somebody, usually on a monthly basis, by a government agency or insurance company because he or she is unable to work4. legal disqualifier: something that causes somebody to be regarded in law as ineligible to perform a specific transaction SOOOO…WHAT IS A DISABILITY? • Impairment? • Difference? • Hindrance? • Culture? • Barrier?

  4. The Effects of a Label • We make associations based upon our experiences • Person First Language • Put the person before the disability • Incorrect: “Autistic Child”, “CP Kid” • Correct: “Child with Autism”, “Person with CP” • Derogatory terms are NEVER acceptable in this course!

  5. What is Intellectual Disability? • American Association on Mental Retardation (AAMR) definition (1992) • Now the American Association on Intellectual and Developmental Disabilities (AAIDD) • Updated in 2003 • Limitations in Intellectual Functioning • Two standard deviations below the mean on intelligence tests • Limitations in adaptive skill • Age of onset – prior to 18 years

  6. Sociocultural Economic Poor nutrition/medical care Fewer opportunities for learning Biomedical Chromosomal Metabolic Brain disease Behavioral/ Environmental Maternal infection Drug/alcohol abuse Postnatal infection Trauma Unknown Causes Causation

  7. Learner Characteristics • Problems with self-regulation • Strategies for learning • Metacognitive strategies • Adaptive skills – being able to adapt to the demands of the environment • Generalization of classroom skills to the “real world” • More distractibility • Social skills • Lower self-image and expectations for failure

  8. Education of Students with Intellectual and Severe Disabilities • Early intervention is key! • Based upon the achievement of developmental milestones (Developmentally Appropriate Practice) • Head Start – federally funded preschool program for students at risk for school failure

  9. References • Allen, K. E., & Chowdery, G. E. (2009). The exceptional child: Inclusion in early childhood education (6th ed.). Clifton Park, NY: Thomson Delmar. • Campbell, F. A., Wasik, B. H., Pungello, E., Burchinal, M., Barbarin, O., Kainz, K., & Sparling, J. (2008). The effects of early educational intervention on young adult outcomes: A replication study. Early Childhood Research Quarterly.23, 452-466. • Christle, C. A., Nelson, C. M., & Jolivette, K. (2002). Prevention of antisocial and violent behavior in youth: a review of the literature. • Federal statutory definitions of disability Retrieved 9/3/2009, 2009, from http://www.icdr.us/documents/definitions.htm • Hardman, M. L., Drew, C. J., & Egan, M. W. (2005). Human exceptionality: School, community, and family (8th ed.). New York: Pearson Allyn & Bacon. • Hayes, S. C., Fox, E., Gifford, E. V., Wilson, K. G., Barnes-Holmes, D., & Healy, O. (2001). Derived relational responding as learned behavior. In S. C. Hayes, D. Barnes-Holmes & B. Roche (Eds.), Relational frame theory: A post-skinnerian account of human language and cognition (). New York: Kluwer Academic. • Smeets, P. M., & Barnes-Holmes, D. (2003). Children's emergent preferences for soft drinks: Stimulus equivalence and transfer. Journal of Economic Psychology, 24, 603-618. • Stenhjem, P. (2005). Youth With Disabilities in the Juvenile Justice System: Prevention and Intervention Strategies [Electronic Version]. Retrieved February 10, 2009, from http://www.edjj.org/Publications/NCSETIssueBrief_4.1.pdf • University of Delaware Center for Disabilities Studies. (2007). Delaware Health Status Report for Persons with Disabilities. Newark, DE: Division of Developmental Disabilities Services Delaware Health and Social Services.

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