1. INTELLECTUAL DISABILITIES THE MID LEARNER Sonya Zurzolo

2. TRUE / FALSE ACTIVITY Stand-up/ Sit-down – If the statements are false, stand- up – If the statements are true, sit- down

3. Developmental disability is a condition like an illness. FALSE: Is not something one has, like a heart condition, or big feet, small toes, etc.

4. Developmental disability is a state of functioning characterized by limitations in both intelligence and adaptive skills. TRUE

5. A person with mild disabilities, intensive and early instruction can make a major difference on their learning. TRUE

6. The number of boys identified is greater than that of girls by factor of five to ten. TRUE

7. Children from Lower Socio-economic classes have a higher prevalence of the disability. TRUE

8. Vast majority of students with intellectual or developmental disabilities appear physically different. FALSE: only certain groups of students look differently, like Down syndrome or fetal alcohol syndrome, but majority look like any other students.

9. A low IQ test score is evidence of at least borderline disability and means the subject’s adaptive skills are below normal. FALSE: An IQ test may predict academic or school matters, but an individual’s level of adaptive skills are more a factor of training, motivation, and social environment, and generally are not tapped by IQ tests.

10. Students with intellectual or developmental disabilities are always compliant/difficult FALSE: Like everyone else, these students experience both happiness and emotional stress and react accordingly. Regardless of a similar label, there is no “always” in the population of individuals with intellectual disabilities.

11. VIDEO CLIP – MILD INTELLECTUAL DISABILITY CARLA TATE (THE OTHER SISTER)

12. MINISTRY DEFINITION 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

13. THE MID LEARNER Sub-Average Intellectual Functioning IQ ScoreExpectations Below 25Student may learn basic self-care and communication skills Full time ed. Assistant or tech. support (or both) likely. 25 - 40Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized. Some life-long assistance likely needed. 40-55With support may learn independent life skills, self-care and basic academic skills. Supervised independence possible. 55-70Academic achievement to grade 5 or more is possible with intermittent support. Secondary school academic programs may present a challenge.

14. THE MID LEARNER Problems in Adaptive Behaviour – Conceptual Skills – Social Skills – Practical Skills Education performance far below grade level Not associated with any developmental disorders Has been linked with lack of physical or sensory stimulation, lack of health care and low SES status.

15. CHARACTERISTICS OF THE MID LEARNER Delays in Cognitive Development – literacy and numeracy levels are typically 3 or more years below their age group – distracted easily – difficulty with academic subjects – delays in speech – difficulty remembering

16. Difficulties with Appropriate Social Relationships – difficulty with social language and behaviour – difficulty understanding and expressing emotions – immature behaviour – obsession/compulsive behaviour CHARACTERISTICS OF THE MID LEARNER

17. Delays in Adaptive Skill Areas – appears clumsy – frequently lose items, such as pencils, pens, books, and assignment – require support with personal care/hygiene skills

18. CHARACTERISTICS OF THE MID LEARNER Low Self-Esteem – fear risk or trying new things – easily distracted – vulnerable to peer pressure, teasing, and embarrassment

19. CHARACTERISTICS OF THE MID LEARNER Difficulties Understanding Abstract Concepts – be easily confused by abstract and figurative language – interpret language literally – require support to generalize and to apply learned concepts to other situations – enjoy routine and repetitive tasks

20. LEARNED HELPLESSNESS A tendency to be a passive learner who depends on others for decisions and guidance. www.siena.edu/pages/2761.aspwww.siena.edu/pages/2761.asp The Three P’s of Learned Helplessness: – Permanence – Pervasiveness – Personalization

21. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Modification: Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. Give easier questions on same concept.

22. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Modification: Use high interest/low vocabulary resources. Give more concrete assignments on a related topic. Use high interest/low vocabulary resources. Self-contained special class. Lowering the grade level of a child's work.

23. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Accommodations Adapt the assessment format Assistive devices and technology resources Divide the test into parts Provide the student with a quiet location, free from distractions

24. ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Accommodations Additional time for tests, or assignments Read of clarify questions (possibly rephrase them) Provide prompts Highlight key words or instruction for emphasis

25. REFERENCES AND RESOURCES American Association on Intellectual and Developmental Disabilities (AAIDD); formerly the American Association on Mental Retardation (AAMR) www.aamr.orgwww.aamr.org Special Education for Today's Teachers: An Introduction, by M.S. Rosenberg & D.L. Westling & J. McLeskey, 2008 edition p. 203, 207-210 – http://www.education.com/reference/article/faq-students-mild- intellecutal-disabilities/ http://www.education.com/reference/article/faq-students-mild- intellecutal-disabilities/ – http://www.education.com/reference/article/characteristics- intellectual-disabilities/ http://www.education.com/reference/article/characteristics- intellectual-disabilities/ Students with Intellectual Disabilities: A Resource Guide for Teachers. British Columbia Ministry of Education. Victoria: Queen’s Printer for British Columbia, 1995 The Ontario Curriculum Unit Planner – Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced20 02.pdf http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced20 02.pdf The Ontario Ministry of Education Special Education Handbook http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html “What is Intellectual Disability?” by Y. Lachapelle http://www.declaracionmontreal.com/docs/intellectual_ disability.pdf http://www.declaracionmontreal.com/docs/intellectual_ disability.pdf

26. THANK YOU!