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Mild Mental Disability or MMD “ Mild Mental Disability” means that a child has: – cognitive functioning at least two (2) but no more than three (3) standard.

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Presentation on theme: "Mild Mental Disability or MMD “ Mild Mental Disability” means that a child has: – cognitive functioning at least two (2) but no more than three (3) standard."— Presentation transcript:

1 Mild Mental Disability or MMD “ Mild Mental Disability” means that a child has: – cognitive functioning at least two (2) but no more than three (3) standard deviations below the mean; – adaptive behavior deficit at least two (2) standard deviations below the mean; – a severe deficit in overall academic performance including acquisition, retention, and application of knowledge; and – manifestation during the developmental period. KAR 1:280 §1(37) 1

2 Typical Characteristics and Needs of Students Identified as MMD Need intermittent to limited support No apparent physical differences from non- disabled peers Mild to moderate developmental delays Identified in school setting: – Cognitive disability most apparent

3 MMD (Recognizable Characteristics) sit up, crawl, or walk later than other children learn to talk later, or have trouble speaking find it hard to remember things have trouble understanding social rules have trouble seeing the consequences of their actions have trouble solving problems have trouble thinking logically have trouble taking care of oneself

4 Accelerated Performer v. Performer Accelerated performer – Meets and rises to challenges most obvious factor to recognize Performer – Does pretty much what’s expected – Typical student with MR

5 Abstract Thinker v. Concrete Thinker Abstract Thinker – Elaborates on the concepts presented – Anticipates the outcomes – Applies relevance to circumstances Concrete Thinker – Very specific response – Practical and basic application

6 Challenged v. Systematic Challenged – Eager – Invites change – Exploratory – Innovative Systematic – Benefits from routines – Prefers structure

7 Mental Retardation: Classifications AAMR 1983 Classifications Mild Mental Retardation Moderate Mental Retardation Severe Mental Retardation Profound Mental Retardation IQ Range to to to Below 20-25

8 Prevalence 11% of all students with disabilities are classified with mental retardation 611,076 children aged 6-21 Approximately 2.5% (6 million) of the general population would be classified as mildly retarded The remaining 0.5% (over 1 million) would fall into the range of moderate through profound mental retardation.

9 Common Causes of MR Genetic Conditions Problems during pregnancy Problems at birth Health problems KAR 1:300 §3(2)(3) 9

10 Eligibility Guidelines for Mild Mental Disability (MMD) KAR 1:300 §3(2)(3) 10

11 MMD Eligibility Guidelines KAR 1:300 §3(2)(3) 11

12 Eligibility 12

13 IQ Scores and Descriptors IQ ScoreDescriptor 130+Very Superior Superior High Average Average 80-89Low Average 70-79Borderline 69 and belowExtremely low, intellectually deficient 13

14 Adaptive Behavior KAR 1:300 §3(2)(3) 14

15 a severe deficit in… overall academic performance including acquisition, retention, and application of knowledge KAR 1:300 §3(2)(3) 15

16 Manifested during the developmental period KAR 1:300 §3(2)(3) 16

17 Eligibility (cont.) KAR 1:280 §1(2) 17 Adverse Affect: the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers.

18 Eligibility (cont.) KAR 1:280 §1(2) 18 Exclusionary Clause: The student is not eligible for services if the ARC determines: A lack of instruction in reading A lack of instruction in math The student is limited English proficient The student child does not meet eligibility criteria

19 Eligibility (cont.) KAR 1:300 §3(2)(3) 19

20 Evaluation Planning Form KAR 1:300 §3(2)(3) 20

21 Develop the Evaluation Plan Based on referral information & eligibility requirements, determine additional information needed 1.Determine needed areas of evaluation; 2.Determine types of personnel to complete evaluation components; 3.Target specific areas for observation; 4.Determine the need for Assistive Technology Evaluation; and 5.Determine the need for modifications to evaluation procedure(s).

22 Develop the Evaluation Plan Small Group Activity Determining Needed Evaluation Plan Components

23 KAR 1:300 §3(2)(3) 23 Evaluation Planning Form Medical Statement

24 Evaluation Planning Form (cont.) KAR 1:300 §3(2)(3) 24

25 Evaluation Planning Form (cont.) KAR 1:300 §3(2)(3) 25


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