Chapter 8 Intellectual Disabilities 8 Intellectual Disabilities Patricia L. Fegan C H A P T E R

Terminology Intellectual disabilities versus Mental retardation

American Association of Intellectual and Developmental Disabilities 2002 Definition of Mental Retardation Mental retardation is a disability characterized by significant limitations in intellectual functioning; significant limitations in adaptive behavior, as expressed in conceptual, social, and practical adaptive skills; and origination before age 18.

Classification of Mental Retardation by IQ Level Mild limitations: IQ to Moderate limitations: IQ to Severe limitations: IQ to Profound limitations: IQ below 20-25

Intensities of Support* Intermittent Limited Extensive Pervasive *Based on types of support needed, how long and how often they are needed, the settings in which they are needed, and the resources required to provide the supports (not based on IQ score).

Incidence of Intellectual Disabilities Over 300 million worldwide 7.5 million in the United States

Intellectual Disabilities Intellectual disabilities are 7 times more prevalent than deafness. They are 9 times more prevalent than cerebral palsy. They are 15 times more prevalent than total blindness. They are 35 times more prevalent than muscular dystrophy.

What Causes Intellectual Disabilities? There are about 400 known causes. Half have more than one causal factor. Most prevalent known cause is fetal alcohol syndrome. Most prevalent genetic cause is fragile X syndrome. Disorders can be biomedical, social, behavioral, or educational.

Learning Characteristics Intermittent—limited support needs; learning rate is 40% to 70% of those without intellectual disabilities. Extensive—pervasive support needs; usually incapable of traditional schooling. Need to master basic life skills and communication skills.

Social and Emotional Characteristics Same ranges of social behavior and emotion More frequent inappropriate responses to social and emotional situations Difficulty generalizing information Difficulty learning from past experiences, so often exposed to situations they are not prepared to handle More often do not fully comprehend what is expected of them, so respond inappropriately

Physical and Motor Characteristics Differ least in physical and motor domain The greater the intellectual deficit, the greater the lag in development Walk and talk later; slightly shorter; more susceptible to physical problems and illnesses Extensive support needs: 4+ years behind peers on physical and motor tests

Organizational Methods Learning stations Peer instruction and cross-age tutoring Community-based instruction Partial participation

Instructional Methods Concrete and multisensory experiences Data-based teaching Ecological task analysis Behavior management Move from familiar to unfamiliar Consistency and predictability Choice making Activity modifications

Activities Select activities that are popular and available in the community. Employ teaching methods appropriate to the cognitive development stage. Select activities that are chronologically age appropriate. Adapt activities according to functional abilities of the athletes.

Special Olympics Mission Components Year-round Training and competition Olympic-type sports Individuals with intellectual disabilities (continued)

Special Olympics Mission (continued) Outcomes Physical fitness Courage and joy Sharing of gifts and skills Friendship Families Athletes Community

Special Olympics Sports Official Summer Sports Aquatics Athletics Badminton Basketball Bocce Bowling Cycling Equestrian sports Football (soccer) Golf Gymnastics (artistic and rhythmic) Judo Powerlifting Roller skating Sailing Softball Table tennis Team handball Tennis Volleyball (continued)

Special Olympics Sports (continued) Official Winter Sports Alpine skiing Cross-country skiing Figure skating Floor hockey Snowboarding Snowshoeing Speed skating (continued)

Special Olympics Sports (continued) Recognized Sports Cricket Kayaking Netball

Special Olympics Sport Rules Based on international and national governing body rules of sport federations. Contain few modifications. Provide events for all ability levels. Govern all Special Olympics competitions.

Opportunities for All Ability Levels: Range of Events in Athletics Walking 10 m assisted walk 15,000 m walk Running 25 m dash 4  100 or 400 m relays Marathon 100 m hurdles (continued)

Opportunities for All Ability Levels: Range of Events in Athletics (continued) Throwing Tennis ball throw Softball throw Shot put Wheelchair 30 m motorized slalom 30 m slalom 400 m race (continued)

Opportunities for All Ability Levels: Range of Events in Athletics (continued) Jumping Standing long jump Long jump High jump Pentathlon Motor activities training Unified Sports

Sample Division Note: All athletes are within the designated age group’s range of ages, and their distances are within 15% of the best score. Event: Shot putDivision 1 (age group: 16-21) Athlete ID #AgeDistance m m m m m m m m

Progression of Games Local County or area District State National Multinational Regional World

Why Special Olympics Is Unique No fees charged to athletes or families Sport opportunities for all ability levels Divisioning for equitable competition Awards for all participants Random draw for advancement to higher levels of competition

INAS-FID Sports Athletics Basketball Cycling Football (soccer) Judo Nordic skiing Swimming Table tennis Tennis