Chapter 11

1. Chapter 11 Students With Intellectual and Developmental Disabilities Presented by: Abraham Matabang Opher Caspi Marisa DeNicolais

2. Chapter 11

3. Chapter 11 • Misconceptions About Intellectual and Developmental Disabilities • Developmental disability is a condition like illness • An intellectual or developmental disability puts a cap on learning • The disabilities occurs equally across class and gender • IDD are reflected in physical appearance • Students with intellectual/development problems learn more when they are included with/separated from other students • a low intelligence quotient (IQ) test score is evidence of at least borderline disability and means the subject’s adaptive skills are below normal.

4. Chapter 11 • Definitions: Ministry Definition: Intellectual Disabilities • A Learning Disorder Characterized By: • an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service • an inability to profit educationally within the regular classroom because of slow intellectual development • a potential for academic learning, independent social adjustment, and economic self-support.

5. Chapter 11 • Definitions: Ministry Definition: Developmental Disability • A Severe Learning Disorder Characterized By: • An inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development • An ability to profit from a special education program that is designed to accommodate slow intellectual development • A limited potential for academic learning . independent social adjustment, and economic self-support

6. Chapter 11 • Classifications: Changes Over Time • 1920 Goddard: Exceptionality Into 4 Categories Of Declining Ability • Feeble Minded • Moron • Idiot • Imbecile • 1950 General Term: Mental retardation • Mild • Moderate • Severe/Profound • End 20th Century: • Change to Intellectual/Developmental Disability/Challenge

7. Chapter 11 • Classifications: State of Things Today • Interrelated Factors Describes The Exceptionality • Sub-average intellectual functioning use of IQ test scores of 85 and below for mentally retarded • Problems in adaptive behavior refers how well an individual is able to meet, to adapt to demands made by his/her environment • Both of the above occurring during the developmental period up to the chronological age of 18

8. Chapter 11 • Issues In The Field: Terminology • Ontario ministry of education - students with limited intellectual and developmental abilities referred to as “ trainable retarded or educable retarded. Depending on the degree of intellectual and developmental limitation. • Mid 1990s - term changed to developmental disabilities and mild intellectual disabilities

9. Chapter 11 • Issues In The Field: Normalization • Principles of normalization suggest that people with disabilities should be seen for their similarities with their non exceptional peers rather than their differences and be interacted with individual strength not their weakness or diagnostic level.

10. Chapter 11 • Issues In The Field: Inclusion • Keeping all students in the regular classroom as the preferred instructional location factors to successfully integrating students with special needs. • Administrative support • Support from special education personnel • Accepting, positive classroom atmosphere • Appropriate curriculum • Effective general teaching skills • Peer assistance • Disability specific teaching skills

11. Chapter 11 Issues In The Field: Time To Learn There is Literally no limit to students to learning capacity. They are learners but they are slow learners

12. Chapter 11 Issues In The Field: Employment and Vocational Training These adults are given opportunity to contribute to their own support by a gainful activity that is within their capacity under the supervision, and demonstrate what they can do in the work force and obtain gainful employment.

13. Chapter 11 Issues In The Field: Greater Challenge in the Classroom Teacher is ultimately responsible for the students program and assessment of how well that program is being achieved.

14. Chapter 11 • Instructional Implications: Learning and Memory • Students with ID and DD tend to show deficits in working memory and these deficits appear to increase with the degree of intellectual disability. • (Schuchardt, Gebhardt, & Mäehler, 2010) • Difficulty with short-term memory is often present • Specific issues with: • Ability to pay attention • Verbal communication • Motivation • Ability to generalize • Ability to understand similarities and differences

15. Chapter 11 Instructional Implications: Learning and Memory The students tend to not use typical memory strategies such as writing down instructions, or referring to hand outs spontaneously but will learn to use these and other strategies if taught. Once a thing is learned and filed in long-term memory these students can and will recall it as well as any other student.

16. Chapter 11 • Instructional Implications: Learned Helplessness • This is a passive pattern that is displayed by the student in which they let a teacher, EA or other student manage everything for them. • Arises from a combination of: • Poor short-term memory, • Lack of motivation, and • Being off-task. • Student trains the educator to do the work for them.

17. Chapter 11 • Instructional Implications: Academic Achievement • Achievement seems to suffer most in three specific areas: • Reading comprehension • Arithmetic Reasoning • Problem-Solving • Research suggests that time is a key factor. • In most cases students with ID or DD tend to pass through the same phases of cognitive development as any student but more slowly. These students can learn the same curriculum but will do it more slowly and with less efficiency.

18. Chapter 11 • Instructional Implications: Academic Achievement • Additional Information: • Implications of this study are that children with mild intellectual disabilities rely on the same skills as typically developing children for word identification and that children with mild intellectual disabilities potentially can learn to read in ways similar to that of typically developing children, i.e., through phonological decoding. (Wise, Sevcik, Romski, & Morris, 2010) • These findings demonstrated that students with moderate ID can learn basic reading skills given consistent, explicit, and comprehensive reading instruction across an extended period of time. (Allor, Mathes, Roberts, Jones, & Champlin, 2010)

19. Chapter 11 • Instructional Implications: Speech and Language Problems • These are common and present in the form of: • Mutism • Primitive Speech • Language level bellow age norms • Oral • Written • A recent literature review which appeared in the American Journal on Intellectual and Developmental Disabilities, reports that even with some gaps in the research most of the studies conducted between 1987 and 2007 show that interventions relating to communication have lead to a positive change in some aspect of participant communication. Meaning that we are on the right track.

20. Chapter 11 • Instructional Implications: Social Adjustment • Experience difficulty in social interactions • Find it hard to read social settings • Tend to participate inappropriately • Being to loud • Being to Cheerful/ebullient • Some tend to form an alternative reality for themselves – Parallel existence • Do not know how to integrate • Go into their own world • Happens at initial interactions with “normal” students • Preparations for interactions are important • Interactions tend to be easier at a younger age

21. Chapter 11 Instructional Implications: Social Adjustment Additional Information: A recent study suggests that the effect of appropriate social problem-solving strategies on behavior could be improved by including cognitive behavioral interventions adapted to the developmental level of these children. Indeed, cognitive behavioral intervention programs focused on social problem-solving skills have proven effective with children who have externalizing problems and average intelligence. (van Nieuwenhuijzen, Orobio de Castro, Wijnroks, Vermeer, & Matthys, 2009)

22. Chapter 11 • Instructional Implications: Perseveration • Persistent repetition of a specific behaviour • These can be bizarre • Brought on by times of stress/discomfort • Teaching self control • The book motions that in inclusive classrooms the inappropriate behaviours of ID and DD students tend to be eliminated more easily • Example: http://www.youtube.com/watch?v=0ATPhinzAzc

23. Chapter 11 • Instructional Implications: Physical • Milestones tend to be attained nine months or a year later then normal. • Learning to walk • Learning to use the toilet • Perform at below age-related standards in motor areas • Height • Weight • Skeletal development • More sever disabilities tend to also display more complex physical differences • Sever intellectual disability tend to also be associated with multiple disabilities which can also be associate locomotion related issues and other basic issues • Additional Information: • A 2005 study appearing in Developmental Medicine & Child Neurology states that children who reach their physical milestones earlier in their infancy “tend to attain higher levels of education in adolescence and adulthood.” (Taanila, Murray, sohanni, & Rantakallio, 2005)

24. Chapter 11 • Instructional Implications: Self-Injurious Behaviour • Behaviours leading to harm of the subjects own body can be common • Especially in sever DD • Wide range of activities • Head banging • Scratching • Pinching • Hitting • Rectal digging • Little information from research on cause of these behaviours or how to deal with them • Empirical evidence suggests that lack of stimulation and stress are possible causes

25. Chapter 11 • Instructional Implications: Importance of Self-Help Skills • Teaching skill that will aid in everyday living outside of school • Hygiene • Eating • Dressing • Use of toilet • Physical appearance • Each student will have a varying need in relation to teaching in this area • Part of an overall education plan specific to each student • Crucial to students sense of well-being and sense of self

26. Chapter 11 Instructional Implications: Importance of Self-Help Skills Additional Information: In her 2007 study entitled Self‐Care Skills, Rebecca L. Mandal states that: “learning self‐care skills is important for individuals with developmental disabilities and mental retardation. Given the recent increases in community living in the developmental disabilities arena, more attention has been focused on self‐care skills. These skills increase self‐reliance and autonomy, and they prepare individuals for independent living. Moreover, teaching these adaptive skills gives individuals more choice and freedom in their personal lives and fosters the replacement of socially unacceptable or challenging behaviors for appropriate adaptive behaviors.” (Mandal, Smiroldo, & Haynes-Powell, 2007)

27. Chapter 11 • Instructional Implications: Self-Esteem • Tends to be low • Discouraging social experiences • Repeated failure • Self-expectations of poor performance • Combined with LEARNED HELPLESSNESS • Students avoid challenges • “if-at-first-you-don’t-succeed-quit” • Solutions • Avoid • Becoming a “Controller” • Provide • Judicious encouragement • Behaviour modification • Demonstrate to students that they can complete the tasks and should feel proud when they do

28. Chapter 11 Instructional Implications: Self-Esteem Additional Information: In a 2010 study it was reported that children with mild intellectual disabilities show self-concept development similar to that in typically developing children. (Donohue, Wise, Romski, Henrich, & Sevcik, 2010) A fascinating study from Norway implies that it is the educational arrangements that are provided for individual students that which have a “negative impact on their perceived social acceptance and peer intimacy.” (Wendelborg & Kvello, 2010)

29. Chapter 11 • Special Cases: Down Syndrome • Chromosomal difference • Accounts for 5-6 percent of all cases of ID • Physical characteristics • Smaller stature • Thick epicanthal folds in corners of eyes • Smaller oral cavity • Protruding tongue • Non physical characteristics • Most mild to moderate range of ID • Have “Trait Plasticity” • Malleable intelligence • Mistake to assume that child with Down Syndrome is intellectually retarded or is incapable

30. Chapter 11 • Special Cases: Down Syndrome • Physical health factors • Greater risk for congenital heart defects • Upper respiratory infections • Hyperflexible joints • Orthopedic injuries • Implications for what happens in classroom or schoolyard

31. Chapter 11 Special Cases: Down Syndrome Additional Information: A recent study looking at written and oral narratives skills of children with Down Syndrome showed (with some identified limitations in their methods) that students with DS who were in integrated classroom had comparable written and oral narratives skills to non-DS students. (Bird, Cleave, White, Pike, & Helmkay, 2008)

32. Chapter 11 • Special Cases: Fetal Alcohol Syndrome (FAS) • Considered second major cause of Intellectual and developmental disabilities • Western countries • Medical science became aware in 1970 • Organic disorder • Consumption of alcohol by expectant mother damages developing fetus • Major impact on child after birth • Manifestations • Physical • Behavioural • Intellectual • Problems range from Minor to very serious • Life long condition

33. Chapter 11 • Special Cases: Fetal Alcohol Syndrome (FAS) • Names • Fetal Alcohol Spectrum Disorder – FASD • Alcohol Related Neuro-Developmental Disorder – ARND • Fetal alcohol Effect – FAE • Less severe • Characteristics • Physical anomalies • Skeletal – deformed limbs • Growth deficiency • Heart problems • Urino-genital problems • High rate of Epilepsy • Facial appearance similar to Down Syndrome • Severe learning difficulties • Potentially – inability to live independently as adult

34. Chapter 11 • Special Cases: Fetal Alcohol Syndrome (FAS) • Effects • Similar to other developmental disabilities • Poor visual scanning • Reading problems • Inattentive • Difficulty absorbing details • Difficulty generalizing and deducting • Some common behavioural problems • Hyperactivity • Indiscriminate forming and severing of bonds or attachments • Difficulty expressing emotions • Low rate of task completion • Effects tend to intensify with age • Classroom implications are similar to those of other students with ID and/or DD

35. Chapter 11 • Assessment • Individually administered tests such as the Wechsler Intelligence Scale for Children –IV. • Anecdotal reports from parents, teachers, EA`s. • Rating Scales, Achievement Inventories, Personal Checklists (although informal, completed by adults who have observed the student in different situations and are able to judge the student's skills in a number of areas). • An IPRC will quite regularly accept almost any information about a student with developmental and intellectual disabilities when it is making determinations regarding identification and placement.

36. Chapter 11 Assessment

37. Chapter 11 Assessment

38. Chapter 11 Assessment

39. Chapter 11 • Placement • Most students in this need are placed in either full time or part time self-contained classes. • Students placed in an Intensive Support Program are: • Identified exceptional by an IPRC and show evidence of lack of success in theHome School Program • Usually diagnosed Mild or Moderate Developmental Disability • Usually functioning at an intellectual level at or below the 2nd percentile in a recent psychological assessment and experiencing significant difficulty in two or more of the following—functional communication, basic living skills, social skills, self-control, or behaviour—as indicated through professional assessments such as speech and language assessment, psychological assessment, or teacher assessment • Indicating academic functioning (via teacher assessment) • Below grade level by a minimum of two years in the primary grades • Below grade level by a minimum of three years in the junior grades • Below grade level by a minimum of four years in the intermediate and senior years

40. Chapter 11 • Classroom Strategies • A positive attitude • A Collaborative Approach • Teamwork • Careful Attention to Structure • Drill and Repetition • Momentum • Use of Technology • Task Analysis • Developing Life Skills and Functional Academics • The opportunity to be included in the extra-curricular life of the school, regardlessof placement in a regular class with intensive support, or in a small class orcongregated setting, is very important to build student confidence and self-esteem (TDSB)

41. Chapter 11 Classroom Strategies