1. Understanding Students with Intellectual Disabilities

2. Defining Intellectual Disabilities (MR)
AAIDD definition
Intellectual disabilities is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills
This disability originates before age 18

3. 5 assumptions
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 support over a sustained period, the life functioning of the person with mental retardation generally will improve

4. Intensities of Support
Intermittent: “As needed”
Limited: Consistent, but time limited
Extensive: Regular involvement (daily), but time limited
Pervasive: Constant, high intensity, potential life sustaining nature

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

6. Evaluating Students with Intellectual Disabilities
Determining the Presence
Evaluate intellectual functioning and adaptive skills
Intellectual functioning: an IQ test
Adaptive Skills: measures such as AAIDD’s Diagnostic Adaptive Behavior Scale (DABS)
Determining the Nature and Extent of General and Special Education and Related Services
For the older students, the Transition Planning Inventory is useful

7. Partnering for Sp.Ed., and related services
Transition Services key goals
To improve collaboration and links between systems to support student achievement of meaningful school and post-school outcomes
To promote the student’s self-determination and self-advocacy
To increase parent participation and involvement

8. Partnering for Special Education and Related Services
Four levels of transition teams
A statement transition team that includes secondary educators, adult service providers, adults with disabilities, and family members
A communitywide team representing all of the key agencies involved
A school wide team consisting of key professionals and family members
An IEP team for each student

9. Determining Supplementary Aides and Services
Paraprofessionals
Paraprofessionals can be important
More than 280,000 in the U.S.
Paraprofessionals add appropriate levels of support, they may isolate students, velcroed effect
Roles and Responsibilities

10. Planning 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. Elementary and Middle School Students
Self-determined learning models of instruction
12 student questions
Teacher objectives
Educational support
Three phases:
What is my goal?
What is my plan?
What have I learned?

12. Secondary and Transition Students
Community Based Instruction
Teaching in the natural environment
Community-based instructional approaches
Learn it where you’ll need to do it
Teacher it where you want your students to practice it

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