1. I NTELLECTUAL DISABILITIES : M ILD I NTELLECTUAL D ISABILITY AND D EVELOPMENTAL D ISABILITY M INISTRY D EFINITIONS M ILD I NTELLECTUAL D ISABILITY 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 D EVELOPMENTAL D ISABILITY 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 While not included in the Ministry Definition, it is important to note that learners who are identified as having a developmental disability are often also diagnosed as having a medical/developmental disorder such as Down’s Syndrome, Fragile X Syndrome, Cerebral Palsy, Spina Bifida, Tourette’s Syndrome or Muscular Dystrophy or Fetal Alcohol Syndrome. IQ ScoreExpectations Below 25 Student may learn basic self-care and communication skills Full time ed. Assistant or tech. support (or both) likely. 25 - 40 Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized. Some life-long assistance likely needed. 40-55 With support may learn independent life skills, self-care and basic academic skills. Supervised independence possible. 55-70 Academic achievement to grade 5 or more is possible with intermittent support. Secondary school academic programs may present a challenge. By: Jennifer McBain Robin Kapoor & Angela Nell 1

2. C HARACTERISTICS OF D EVELOPMENTAL D ISABILITY C HARACTERISTICS OF M ILD I NTELLECTUAL D ISABILITY Delays in Cognitive Development Difficulties with Appropriate Social Relationships Delays in Adaptive Skill Areas Low Self-Esteem Difficulties Understanding Abstract Concepts A CCOMMODATIONS, M ODIFICATIONS AND S TRATEGIES FOR MID AND DD L EARNERS Language Delay Self-Help Delay Gross motor Delay Social Skills Delay Fine Motor Delay Global Delay MODIFICATIONSACCOMODATIONS Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. Give easier questions on same concept. 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. Adapt the assessment format Assistive devices and technology resources Divide the test into parts Provide the student with a quiet location, free from distractions Additional time for tests, or assignments Read of clarify questions (possibly rephrase them) Provide prompts Highlight key words or instruction for emphasis Make use of graphic organizers or checklists Keep lessons concrete Provide auditory supports Provide close proximity to the teacher. 2

3. R EFERENCES AND R ESOURCES American Association on Intellectual and Developmental Disabilities (AADI); formerly the American Association on Mental Retardation (AAMR) www.aamr.org www.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/ The Ontario Curriculum Unit Planner – Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf The Ontario Ministry of Education Special Education Handbook 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 P ROGRAMMING O PTIONS FOR MID AND DD L EARNERS OSSDOSSCCertificate of Accomplishment Requirements: 18 Compulsory Credits 12 Optional Credits 40 Hours of Community involvement activities Passing grade onthe OSSLT Requirements: 7 Compulsory credits 7 Optional credits May be granted to students who leave school before fulfilling the diploma or the certificate 3