INTELLECTUAL DISABILITIES THE MID LEARNER

1. INTELLECTUAL DISABILITIES THE MID LEARNER Sonya Zurzolo

2. TRUE / FALSE ACTIVITY • Stand-up/ Sit-down • If the statements are false, stand-up • If the statements are true, sit-down

3. Developmental disability is a condition like an illness. FALSE:Is not something one has, like a heart condition, or big feet, small toes, etc.

4. Developmental disability is a state of functioning characterized by limitations in both intelligence and adaptive skills. TRUE

5. A person with mild disabilities, intensive and early instruction can make a major difference on their learning. TRUE

6. The number of boys identified is greater than that of girls by factor of five to ten. TRUE

7. Children from Lower Socio-economic classes have a higher prevalence of the disability. TRUE

8. Vast majority of students with intellectual or developmental disabilities appear physically different. FALSE:only certain groups of students look differently, like Down syndrome or fetal alcohol syndrome, but majority look like any other students.

9. A low IQ test score is evidence of at least borderline disability and means the subject’s adaptive skills are below normal. FALSE:An IQ test may predict academic or school matters, but an individual’s level of adaptive skills are more a factor of training, motivation, and social environment, and generally are not tapped by IQ tests.

10. Students with intellectual or developmental disabilities are always compliant/difficult FALSE:Like everyone else, these students experience both happiness and emotional stress and react accordingly. Regardless of a similar label, there is no “always” in the population of individuals with intellectual disabilities.

11. VIDEO CLIP – MILD INTELLECTUAL DISABILITYCARLA TATE (THE OTHER SISTER)

12. MINISTRY DEFINITIONMILD INTELLECTUAL DISABILITY 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 a regular class because of slow intellectual development • a potential for academic learning, independent social adjustment and economic self-support

13. THE MID LEARNER • Sub-Average Intellectual Functioning

14. THE MID LEARNER • Problems in Adaptive Behaviour • Conceptual Skills • Social Skills • Practical Skills • Education performance far below grade level • Not associated with any developmental disorders • Has been linked with lack of physical or sensory stimulation, lack of health care and low SES status.

15. CHARACTERISTICS OF THE MID LEARNER • Delays in Cognitive Development • literacy and numeracy levels are typically 3 or more years below their age group • distracted easily • difficulty with academic subjects • delays in speech • difficulty remembering

16. CHARACTERISTICS OF THE MID LEARNER • Difficulties with Appropriate Social Relationships • difficulty with social language and behaviour • difficulty understanding and expressing emotions • immature behaviour • obsession/compulsive behaviour

17. CHARACTERISTICS OF THE MID LEARNER • Delays in Adaptive Skill Areas • appears clumsy • frequently lose items, such as pencils, pens, books, and assignment • require support with personal care/hygiene skills

18. CHARACTERISTICS OF THE MID LEARNER • Low Self-Esteem • fear risk or trying new things • easily distracted • vulnerable to peer pressure, teasing, and embarrassment

19. CHARACTERISTICS OF THE MID LEARNER • Difficulties Understanding Abstract Concepts • be easily confused by abstract and figurative language • interpret language literally • require support to generalize and to apply learned concepts to other situations • enjoy routine and repetitive tasks

20. LEARNED HELPLESSNESS • A tendency to be a passive learner who depends on others for decisions and guidance. www.siena.edu/pages/2761.asp • The Three P’s of Learned Helplessness: • Permanence • Pervasiveness • Personalization

21. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Modification: • Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. • Give easier questions on same concept.

22. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Modification: • Use high interest/low vocabulary resources. • Give more concrete assignments on a related topic. • Use high interest/low vocabulary resources. • Self-contained special class. • Lowering the grade level of a child's work.

23. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Accommodations • Adapt the assessment format • Assistive devices and technology resources • Divide the test into parts • Provide the student with a quiet location, free from distractions

24. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Accommodations • Additional time for tests, or assignments • Read of clarify questions (possibly rephrase them) • Provide prompts • Highlight key words or instruction for emphasis

25. REFERENCES AND RESOURCES • American Association on Intellectual and Developmental Disabilities (AAIDD); formerly the American Association on Mental Retardation (AAMR) www.aamr.org • Special Education for Today's Teachers: An Introduction , by M.S. Rosenberg & D.L. Westling & J. McLeskey, 2008 edition p. 203, 207-210 • http://www.education.com/reference/article/faq-students-mild-intellecutal-disabilities/ • http://www.education.com/reference/article/characteristics-intellectual-disabilities/ • Students with Intellectual Disabilities: A Resource Guide for Teachers. British Columbia Ministry of Education. Victoria: Queen’s Printer for British Columbia, 1995 • The Ontario Curriculum Unit Planner – Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf • The Ontario Ministry of Education Special Education Handbook http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html • “What is Intellectual Disability?” by Y. Lachapellehttp://www.declaracionmontreal.com/docs/intellectual_disability.pdf

26. THANK YOU!