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intellectual disability

intellectual disability. about intellectual disability (iD). Most common developmental disorder Characterized by a significantly below-average score on a test of mental ability or intelligence Intelligence quotient (IQ) of 70 to 75 or below

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intellectual disability

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  1. intellectual disability

  2. about intellectual disability (iD) • Most common developmental disorder • Characterized by a significantly below-average score on a test of mental ability or intelligence • Intelligence quotient (IQ) of 70 to 75 or below • Sometimes referred to as a cognitive disability or mental retardation. Intellectual Disability

  3. about intellectual disability (iD) • Concurrent with limitations in at least two of ten adaptive skill areas. • Identified adaptive skill areas are: • Communication • Self-care • Home living • Social Skills • Community use • Self Direction • Health & Safety • Functional Academics • Leisure and work Intellectual Disability

  4. Can start anytime before a child reaches the age of 18 years.  • May be caused by injury, disease, or a brain abnormality.  • Can occur happen before birth or during childhood.  • For many, the cause of intellectual disability is not known.  Intellectual Disability

  5. Some co-morbid conditions: • Down syndrome • Fetal alcohol syndrome • Fragile X syndrome • Other genetic conditions • Cri-du-chat syndrome • Prader-Willi syndrome All occur before birth Intellectual Disability

  6. what causes id? • Infections (e.g. congenital cytomegalovirus), or birth defects that affect the brain (such as hydrocephalus or cortical atrophy). • Other causes of intellectual disability (such as asphyxia) happen while a baby is being born or soon after birth.  • Other causes of intellectual disability do not happen until a child is older.  These may include serious head injury, stroke, or certain infections such as meningitis. Intellectual Disability

  7. implications for children • Limitations in mental functioning and in skills such as communicating, taking care of him/herself, and social skills. • Limitations will cause a child to learn and develop more slowly than a typical child. • Children with ID may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. • They are likely to have trouble learning in school. They will learn, but it will take them longer. • There may be some things they cannot learn. Intellectual Disability

  8. early signs of id • Children with intellectual disability may: • sit up, crawl, or walk later than other children • learn to talk later, or have trouble speaking • find it hard to remember things • not understand how to pay for things • have trouble understanding social rules • have trouble seeing the consequences of their actions • have trouble solving problems, and/or have trouble thinking logically Intellectual Disability

  9. persons with id • Majority of people with ID will be slower than average in learning new information and skills. • When they are children, their limitations may not be obvious. • They may not even be diagnosed as having intellectual disability until they get to school. • As they become adults, many people with intellectual disability can live independently. • Other people may not even consider them as having an intellectual disability. Intellectual Disability

  10. persons with id • Persons with more severe ID will have more difficulty in school, at home, and in the community. • Need more intensive support throughout his/her entire life. • Every child with intellectual disability is able to learn, develop, and grow. • With help, all children with intellectual disability can live a satisfying life. Intellectual Disability

  11. education Services for id in singapore education Services for id in singapore Intellectual Disability

  12. Services for id in singapore • AWWA • Rainbow Centre • APSN • Grace Orchard • MINDS • METTA • SCAS Intellectual Disability

  13. helping students with id • Teachers and parents can help a child work on skills at both school and home. Some of these skills include: • communicating with others; • taking care of personal needs (dressing, bathing, going to the bathroom); • health and safety; • home living (helping to set the table, cleaning the house, or cooking dinner); Intellectual Disability

  14. helping students with id • social skills (manners, knowing the rules of conversation, getting along in a group, playing a game); • reading, writing, and basic math; and as they get older, skills that will help them in the workplace. Intellectual Disability

  15. tips for parents • Learn about intellectual disability. • Encourage independence in the child. (E.g. help child learn daily care skills, such as dressing, feeding him or herself, using the bathroom, and grooming.) • Give child chores, keeping age, attention span, and abilities in mind. • Break down tasks into smaller steps. Intellectual Disability

  16. tips for parents • Demonstrate how to do the task. • Help when assistance is needed. •  Give frequent feedback. Praise child when he or she does well. • Build your child's abilities. • Find out what skills your child is learning at school and apply at home. Intellectual Disability

  17. tips for parents • Find opportunities in the community for social activities • Talk to other parents whose children have intellectual disability. Parents can share practical advice and emotional support. • Meet with the school and develop an educational plan to address the child's needs. Intellectual Disability

  18. tips for teachers • Learn as much as you can about intellectual disability. • Find out what the student's strengths and interests are, and emphasize them. Create opportunities for success. • Talk to specialists in school (e.g., special educators). They can help you identify effective methods of teaching the student, ways to adapt the curriculum, and how to address the student's IEP goals in your classroom. Intellectual Disability

  19. tips for teachers • Be as concrete as possible. Demonstrate what you mean rather than just giving verbal directions. Rather than just relating new information verbally, show a picture. Provide the student with hands-on materials and the opportunity to try things out. • Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. Provide assistance, as necessary. Intellectual Disability

  20. tips for teachers • Give the student immediate feedback. • Teach the student academic and life skills • Involve the student in group activities or clubs. • Work together with the student's parents and other school personnel to create and implement an educational plan tailored to meet the student's needs. Intellectual Disability

  21. references • Centres for Disease Control and Prevention • http://www.cdc.gov/ncbddd/dd/ddmr.htm • Allen, K., & Cowdery, G. (2005). The exceptional child: Inclusion in early childhood education. Albany: Cengage Delmar Learning. • Lim. L., & Quah, M. (2004). Educating learners with diverse abilities. Singapore: McGraw-Hill. • National Dissemination Center for Children with Disabilities http://www.nichcy.org/Pages/Home.aspx Intellectual Disability

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