1. Intellectual Disabilities: Developmental & Mild Intellectual Disabilities Melissa Amato + Laura Gavrila + Remo Paglia + Prashanth Paramanathan + Monika Thakur July 2010

2. AGENDA 1. Conceptions Challenge 2. History, Change & Our Current Situation 3. Ministry Definitions 4. Presenting Issues in the Field 5. General Characteristics of MID and DD 6. Carousel: Instructional Strategies & Activities 7. Case Study: IEP Group Work 8. Conclusion: A Summary of Strategies for the Classroom

3. Conceptions Challenge

4. Conceptions about Intellectual and Developmental Disabilities 1. Developmental disability is like an illness. False 2. An intellectual or developmental disability puts a cap on learning False 3. The disabilities occur equally across class and gender False 4. Developmental and intellectual disabilities are reflected in physical ability True

5. 5. Students with intellectual and developmental problems don’t always learn more when they are included with/separated from other students. True 6. A low IQ test score is not evidence of at least borderline disability and means the subject’s adaptive skills are below normal. True 7. Students with intellectual or developmental disabilities are always compliant/difficult. False Developmental and Mild Intellectual Disabilities July 2010

6. History, Change & Our Current Situation

7. Changes Over Time – Terminology 1920-1950s: American psychologist H.H. Goddard - Feeble-minded, Moron, Idiot & Imbecile 1950s: “Mental Retardation” - Mild, Moderate, Severe & Profound End of the Twentieth Century: “Intellectual/Developmental” & “Disabilities/Challenged”

8. The State of Things Today Three Inter-related Factors: 1. Sub-Average Intellectual Functioning  IQ test scores  Prior to 1973: IQ test score below 85  After 1973: IQ test score 70-75

9. 2. Problems in Adaptive Behaviour:  Considered in assessments since 1970s  Refers to how well an individual is able to adapt to his environment (self- care, social skills, health & safety, etc.) 3. Both of the above occurring during the developmental period  Birth until age 18

10. Ministry Definitions

11. Mild Intellectual Disability: A learning disorder characterized by a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service b) an inability to profit educationally within a regular class because of slow intellectual development c) a potential for academic learning, independent social adjustment, and economic self-support

12. Developmental Disability: A severe learning disorder characterized by a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development b) an ability to profit from a special education program that is designed to accommodate slow intellectual development c) a limited potential for academic learning, independent social adjustment, and economic self-support

13. Presenting Issues in the Field

14. 1) Terminology 2) Normalization 3) Inclusion 4) Time to Learn 5) Employment and Vocational Training 6) Greater Challenge in the Classroom

15. General Characteristics of MID and DD

16. Delays in Cognitive Development:  Delays in speech and/or language acquisition  Low literacy/numeracy  Low achievement in most/all academic areas  Deficits in reading and problem-solving  Difficulty remembering  Inattentive/distractible  Inability to understand similarities/differences  Generalization skills Difficulties with Appropriate Social Relationships:  Difficulty understanding non-verbal cues (e.g. body language)  Difficulty understanding/expressing a range of emotions  Immature behaviour  Obsessive/compulsive behaviour  Self-injurious behaviour  Withdrawn  Learned helplessness

17. General Characteristics of MID and DD (cont’d) Delays in Adaptive Skill Areas:  Appear clumsy  Personal care/hygiene needs  Use simplistic, vague, or colloquial language  Require consistency and routines  Delayed fine motor coordination  Delay in learning to walk, talk, toilet train, etc. Low Self-Esteem:  Afraid to take risks/try new things  Easily frustrated  Vulnerable to peer pressure/teasing  Needs help to establish positive self-image  Demonstrates withdrawal to respond to fear/failure  Helplessness  Low motivation  Lack independent work habits

18. General Characteristics of MID and DD (cont’d) Difficulty Understanding Abstract Concepts:  Interpret language literally  Confused by figurative language Source: The Ontario Curriculum Unit Planner: Special Education Companion. (2002) Mild Intellectual Disability. Retrieved July 13, 2010, from http://www.ldcsb.on.ca/schools/cfe/toolbox/Resources/Special_Education/speced_MID. pdf http://www.ldcsb.on.ca/schools/cfe/toolbox/Resources/Special_Education/speced_MID. pdf

19. Carousel: Instructional Strategies & Activities

20. Case Study: IEP Group Work

21. Instructions: 1. In your groups, read The Case of Robyn (page 153 in our text). 2. On chart paper, list: (a) Robyn’s Areas of Strengths and Needs based on the information found in the case study; (b) Any TWO accommodations strategies you would recommend to foster greater inclusiveness for Robyn in the classroom. 3. Present your group’s findings to the class.

22. Conclusion: A Summary of Strategies for the Classroom

23. Strategies for the Classroom Positive Attitude: Recognize and accept that DD and MID students are like all students – they have strengths and needs and likes and dislikes – the biggest distinguishing factor is that they tend to learn more slowly. Collaborative Approach: Ensure that teachers and EAs work together in an atmosphere of mutual respect and shared responsibility. Teamwork: Cooperate extensively with other parents, professionals and advocacy groups in the wider community. Attention to Structure: Students are more comfortable when routines and expectations are regularized - and sequences repeated – until assimilated. Attention to details that may seem trivial are critically important (i.e. colour coded notebooks for different subjects). The key is to find a balance between structure and flexibility so organization does not become more important than learning.

24. Strategies for the Classroom (cont’d) “Drill” and “Repetition”: Effective for students with cognitive limitations. Design “D&R” activities in a motivating manner through the use of games, puzzles, etc. Momentum: It is important that teachers, E.A.s and parents foster a sense of “commitment within the individual and avoid doing the work of students who often back away from challenge. Encouragement and praise is vital! Assistive and Adaptive Technology: The use of classroom technologies such as voice creation and recognition software can create a high degrees of stimulation and help maintain attention while meeting instructional needs in areas such as literacy and numeracy.

25. THANK YOU!