1. CHAPTER 9: Understanding Students with Intellectual Disability
Exceptional Lives
8th Edition
Turnbull, Turnbull, Wehmeyer, and Shogren
Developed by Theresa Garfield Dorel
Texas A&M University-San Antonio

2. Defining Intellectual Disabilities
AAIDD 3 Part Definition
Significant limitations in intellectual functioning
Significant limitations in adaptive behavior as expressed in conceptual, social, and practical adaptive skills
Intellectual disability originates before age 18

3. Prevalence of Intellectual Disabilities
Approximately 6.8% of children three to 21 years old receive special education were classified as having intellectual disabilities.

4. Within an individual, limitations often coexist with strengths.
Five Assumptions Essential to the Application of the Definition (Figure 9.1)
Limitations in present functioning must be considered within the context of community environments typical of the individual's age peers and culture.
Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.
Within an individual, limitations often coexist with strengths.
An important purpose of describing limitations is to develop a profile of needed supports.
With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disabilities generally will improve.

5. Characteristics of Intellectual Disabilities
Limitations in Intellectual Functioning
Measured through use of IQ tests
Memory (short-term, long-term, and working)
Generalization
Motivation
Limitations in Adaptive Behavior
Three domains: Conceptual Skills, Social Skills, Practical Skills
Self-determination

6. Determining the Causes
Causes by Timing
Prenatal
drug or alcohol use
Perinatal
premature
Postnatal
Lack of oxygen during delivery
Causes by Risk Factors
Biomedical
Chromosomal abnormalities
Social
Behavioral
Educational
Low maternal education

7. Evaluating Students with Intellectual Disabilities
Determining the Presence
Evaluate intellectual functioning and adaptive skills
Intellectual functioning: IQ tests
Adaptive skills: Measures such as AAIDD Diagnostic Adaptive Behavior Scale (DABS- available 2013)
Determining the Nature and Extent of General and Special Education and Related Services
For older students, the Transition Planning Inventory is useful

8. Partnering for Special Education and Related Services
Interagency Collaboration
Transition coordinator
Invite member of community agencies to IEP meetings
Shared funding possibilities
Community wide transition council
Training Community Transition Teams

9. Determining Supplementary Aids and Services
Paraeducators
Paraeducators are important
More than 373,972 in U.S.
Paraeducators add appropriate levels of support,
If not used carefully, they may isolate students; Velcroed effect
Roles and Responsibilities

10. Planning for Other Educational Needs
Functional Skills may include:
Applied money concepts
Applied time concepts
Community mobility and access
Grooming and self-care
Leisure activities
Health and safety
Career education
Instruction in Inclusive Classrooms
Instruction in Community Settings

11. Effective Instructional Strategies: Early Childhood Students
Prelinguistic Milieu Teaching
First, follow the child's lead
Then, set the stage for communication
Put preferred objects out of reach so the child has to ask for it
Finally, be strategic when playing games
Interrupt or change the ritual

12. Effective Instructional Strategies: Elementary and Middle School Students
Self-determined Learning Model of Instruction (The University of Kansas)
12 student questions
Teacher objectives
Educational supports
Three phases:
What is my goal?
What is my plan?
What have I learned?

13. Effective Instructional Strategies: Secondary and Transition Students
Community Based Instruction (CBI)
Teaching in the natural environment
Community-based Instructional Approaches
“Learn it where you’ll need to do it.”
“Teach it where you want your students to practice it.”

14. Including Students with Intellectual Disabilities

15. Measuring Students’ Progress
Progress in the general curriculum
Data-based monitoring: Requires teachers regularly to collect different types of data such as:
Response-by-response data
Instructional and test data
Error data
Anecdotal data

16. Measuring Students’ Progress
Progress in addressing other educational needs
Ecological inventory process
Life Space Analysis
Gather information about the student’s daily environments
Conduct ecological inventories
Conduct a discrepancy analysis
Perform an Activity Task Analysis

17. Making Accommodations for Assessment
Accommodations may include:
Dictating responses to someone
Having extended time
Having test items orally read to them
Clarifying test items