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Cognitive Developmental Disability (Previously referred to as “Mental Retardation” )

Cognitive Developmental Disability (Previously referred to as “Mental Retardation” ) Dickey LaMoure Special Education Unit. What is Cognitive Developmental Disability (CDD)?. CDD is a disability that: affects 1 - 3% of the population;

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Cognitive Developmental Disability (Previously referred to as “Mental Retardation” )

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  1. Cognitive Developmental Disability (Previously referred to as “Mental Retardation”) Dickey LaMoure Special Education Unit

  2. What is Cognitive Developmental Disability (CDD)? CDD is a disability that: • affects 1 - 3% of the population; • is not unique to specific racial, ethnic, educational, or economic backgrounds; • is more common in males than in females.

  3. How is CDD Defined? According to the American Association of Mental Retardation (AAMR) it includes: • Sub-average intellectual functioning (IQ < 70) • Deficits in at least 2 of 10 areas of adaptive behavior (communication, self-care, home living, social skills, community use, self- direction, health, safety) • Onset before 18 years of age

  4. How Common is CDD? • 3 out of every 100 people in the United States have CDD. • Over 614,000 children ages 6-21 have some level of CDD and need special education in school. • 1 out of every 10 children who need special education has some sort of CDD.

  5. The “Normal” (Bell) Curve

  6. Degrees of Severity • There are four degrees of severity based on IQ scores. • Mild (IQ = 55 - 70) • Moderate (IQ = 40 - 55) • Severe (IQ = 25 – 40) • Profound (IQ < 25) ***People of average intelligence score from about 85 - 115 on IQ tests.

  7. Mild • Mild CDD affects 85% of people with the disability. • People with mild CDD can develop academic skills around the sixth-grade level. • They can work and live in the community with assistance. • Some marry and have children.

  8. Moderate • About 10% of people with CDD are at the moderate level. • They can achieve academic skills up to the second-grade level. • As adults, most can work at unskilled or semiskilled jobs with supervision. • They are unlikely to live independently.

  9. Severe • 3 to 4 % of people with CDD are in the severe range. • Some may learn to talk during childhood and develop basic self-care skills. • They can perform simple tasks with close supervision. • They often live in group homes or with their families.

  10. Profound • 1 to 2 % of individuals with CDD have IQs in the profound range; • They understand some language but have great difficulty talking; • They require constant supervision and assistance with most life tasks.

  11. Causes of CDD • Genetic abnormalities(Down Syndrome, Fragile X Syndrome, PKU) • Prenatal conditions(malnutrition, use of alcohol or drugs, environmental toxins, infections, diseases) • Problems at birth(premature birth, low birth weight, oxygen deprivation) • Infectious diseases(measles, chicken pox, whooping cough, encephalitis, meningitis)

  12. Identification of CDD • Observation • Ability and Achievement Testing • Adaptive Skills Assessment

  13. Implications for the Classroom • Students learn at a slower rate than peers; • They require more repetition; • They need additional time; • They think in concrete terms; • They require “hands-on” learning; • They have impaired social interaction skills;

  14. Classroom Implications, Cont’d • Students have impaired language skills (receptive and expressive); • They require assignments or projects to be task analyzed or broken into small steps. • Students need almost everything taught to them directly; they don’t pick things up through observation as peers do.

  15. What Can Teachers Do? • Remember that you have a tremendous impact on students; • Accept them as individuals and work to make them a part of your class; • Provide awareness opportunities for other students;

  16. What Can Teachers Do? • Provide additional time; • Provide “hands-on” activities; • Break tasks into smaller components; • Use alternate means of assessing other than a test; • Provide word-banks, multiple-choice questions, etc.

  17. What Can Teachers Do? • Provide study guides that allow the student to concentrate on important details; • Highlight key words and phrases; • Help the student generalize skills, by allow-ing him/her to practice skills in other environments; • Think “survival skills”—What will the child need most in the world outside of school?

  18. What Can Teachers Do? • Provide multisensory learning opportunities. • Provide for work experience or on-the-job training where skills that are learned can be practiced. Much of what teachers are asked to do depends on the level of the disability.

  19. Thanks to Monique Moser who helped put this show together. The End

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