© 2009 The McGraw-Hill Companies, Inc. Students with Mental Retardation/ Intellectual Disabilities Chapter 5

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the History of Mental Retardation/Intellectual Disabilities? Early History Early History Rejection and isolation Rejection and isolation 20 th Century 20 th Century Hospitals and institutions were provided. Hospitals and institutions were provided. Eugenics movement Eugenics movement Rise of advocacy organizations and court challenges Rise of advocacy organizations and court challenges Passage of IDEA in 1975 Passage of IDEA in 1975

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students Why the Use of Two Terms? Mental Retardation vs. Intellectual Disabilities Mental Retardation vs. Intellectual Disabilities Negative connotations for MR, but used in IDEA 04 Negative connotations for MR, but used in IDEA 04 ID is less stigmatizing, but may be a less clear term than MR ID is less stigmatizing, but may be a less clear term than MR

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the IDEA 04 Definition? Mental retardation is “significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” Mental retardation is “significantly sub-average intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.” IQ below IQ below Deficits in adaptive behaviors Deficits in adaptive behaviors Present before age 18 Present before age 18 Adversely affects educational performance Adversely affects educational performance

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Are Students Classified? Severity (Used in schools since the 1980s and based on IQ) Severity (Used in schools since the 1980s and based on IQ) Mild = 50 to 70-75, Moderate = 35 to 50 Mild = 50 to 70-75, Moderate = 35 to 50 Severe = 20 to 35, Profound = Below 20 Severe = 20 to 35, Profound = Below 20 AAMR Levels of Support Needed AAMR Levels of Support Needed Intermittent Intermittent Limited Limited Extensive Extensive Pervasive Pervasive

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What is the Prevalence of Mental Retardation/Intellectual Disabilities? 1% of students in school are classified as having mental retardation. 1% of students in school are classified as having mental retardation. Overrepresentation of some minority groups – greater likelihood of identification as having mental retardation among African Americans. Overrepresentation of some minority groups – greater likelihood of identification as having mental retardation among African Americans. 56% males (aged 6-17) 56% males (aged 6-17)

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are the Causes of Intellectual Disabilities? Genetic and Chromosomal – Examples include: Genetic and Chromosomal – Examples include: Tuberous Sclerosis, Neurofibromatosis, PKU, Galactosemia, Hurler Syndrome, Tay Sachs, Hunter Syndrome, Lesch-Nyan Syndrome, Fragile X, Rett Syndrome, Down Syndrome Tuberous Sclerosis, Neurofibromatosis, PKU, Galactosemia, Hurler Syndrome, Tay Sachs, Hunter Syndrome, Lesch-Nyan Syndrome, Fragile X, Rett Syndrome, Down Syndrome Environmental – Examples include: Environmental – Examples include: Toxoplasmosis, Rubella, Cytomegalovirus, Radiation, Malnutrition, Maternal Age, Maternal Health, Drug and Substance Abuse, Blood Type Incompatibility Toxoplasmosis, Rubella, Cytomegalovirus, Radiation, Malnutrition, Maternal Age, Maternal Health, Drug and Substance Abuse, Blood Type Incompatibility Psychosocial Factors – Examples include: Psychosocial Factors – Examples include: Poverty, Malnutrition, Inadequate Health Care Poverty, Malnutrition, Inadequate Health Care May contribute to mental retardation rather than be a direct cause May contribute to mental retardation rather than be a direct cause

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students Can Mental Retardation/Intellectual Disabilities Be Prevented? Medical Technology and Testing Medical Technology and Testing Magnetic imaging and computer tomography Magnetic imaging and computer tomography Amniocentensis and Chorion villus sampling Amniocentensis and Chorion villus sampling Good Prenatal Care and Early Intervention Services Good Prenatal Care and Early Intervention Services

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Possible Characteristics of Students with Intellectual Disabilities? Difficulties learning Difficulties learning Deficits in social-personal skills Deficits in social-personal skills Deficits in adaptive behavior skills Deficits in adaptive behavior skills Attention difficulties Attention difficulties Memory deficits Memory deficits Difficulty transferring and generalizing skills Difficulty transferring and generalizing skills Speech and Language delays Speech and Language delays

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How are Students with Mental Retardation Identified? Intelligence Testing (IQ below 70-75) Intelligence Testing (IQ below 70-75) Adaptive Skills Assessments (deficits in adaptive skills) Adaptive Skills Assessments (deficits in adaptive skills) Academic Skills Assessments (adversely affects educational performance) Academic Skills Assessments (adversely affects educational performance)

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Do I Teach Students with Intellectual Disabilities? Person-centered planning Person-centered planning Basic academic skills Basic academic skills Functional curriculum Functional curriculum Functional academics, independent life skills, self- determination, self-advocacy Functional academics, independent life skills, self- determination, self-advocacy Community-based instruction Community-based instruction Transition planning Transition planning

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students How Do I Teach Students with Intellectual Disabilities? Direct instruction with clear objectives, advance organizers, “think-aloud” model, guided practice, independent practice, post-organizers Direct instruction with clear objectives, advance organizers, “think-aloud” model, guided practice, independent practice, post-organizers Focus on task analysis Focus on task analysis Focus on sequencing tasks for recognition, recall, reconstruction Focus on sequencing tasks for recognition, recall, reconstruction Focus on presentation and practice, including use of prompts Focus on presentation and practice, including use of prompts Generalization Generalization

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Are Considerations for the Instructional Environment? Create a flexible classroom arrangement Create a flexible classroom arrangement Use natural environments Use natural environments Location of materials Location of materials Provide quiet areas Provide quiet areas Provide areas for play and communication Provide areas for play and communication Carrels, tables, desks Carrels, tables, desks Job skills areas Job skills areas Groupings Groupings Cooperative learning Cooperative learning Peer tutoring Peer tutoring Whole group Whole group

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What Types of Instructional Technology Can be Used? Technology that removes barriers Technology that removes barriers Talking calculators Talking calculators Voice recognition software Voice recognition software Technology that adapts the curriculum Technology that adapts the curriculum Use of computers to supplement instruction Use of computers to supplement instruction Best Buddies International (e-Buddies) Best Buddies International (e-Buddies) User-friendly materials User-friendly materials Alternative forms of communication Alternative forms of communication Consider the diverse backgrounds and family needs Consider the diverse backgrounds and family needs

© 2009 The McGraw-Hill Companies, Inc. Taylor/Smiley/Richards, Exceptional Students What are Some Considerations for the General Education Teacher? Have high expectations for success Have high expectations for success Make accommodations and adapations as needed Make accommodations and adapations as needed Consider cascade of integration options Consider cascade of integration options Plan and explicitly teach skills Plan and explicitly teach skills Encourage self-determination Encourage self-determination Utilize inclusive service-learning Utilize inclusive service-learning