Copyright © Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Chapter 8 This multimedia product and its contents.

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Slide 1 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Chapter 8 This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. Copyright Allyn & Bacon 2008 Slide 2 Chapter 8: Students with Intellectual and Developmental Disabilities significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs educational performance. Slide 3 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities No single prevalence estimate is definitive Little research on gender differences Disproportionate representation of African American males Slide 4 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Most are unknown Prenatal (before birth) Chromosomal abnormalities (e.g., Down Syndrome, Williams Syndrome, Fragile X Syndrome), Fetal Alcohol Syndrome Perinatal (during/immediately after birth) Premature birth, low birth weight, anoxia Postnatal (after birth) Accidents or illnesses (e.g., encephalitis, brain injury) Slide 5 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission over a network: preparation of any derivative work, including the extraction, in whole or part, of any images; any rental, lease, or lending of the program. Slide 6 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Low birth weight Developmental delay Epilepsy Poor coordination / fine motor skills Behavioral problems Slide 7 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Down Syndrome (Trisomy 21) Slide 8 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 1:733 births, and more than 350,000 people in the U.S. Slide 9 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Physical Deformities flattening of the back of the head slanting of the eyelids short stubby limbs thick tongues heart problems overly flexible joints shorter than normal height Slide 10 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities eye & vision impairmentsHyper-extensible joints (double jointed) elongated face Large testicles (evident after puberty) Flat feet Low muscle tone High arched palateAutism and autistic-like behavior Prominent ears hand biting and hand-flapping Mental RetardationHyperactivity and short attention span Slide 11 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 absence of genetic materials on the 7 th pair of chromosomes. elfish face Mental retardation Highly personable Relatively good language skills Musical ability Behavior problems Cardiovascular problems miss the forest for the trees. Slide 12 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 1:15,000 births microcephaly Seizures hyperactivity Excessive phenylalanine in the blood Phenylalanine in meat, dairy products, fish, grains and legumes Slide 13 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Inability to properly process lactose - cataracts - infections - MR - kidney failure - enlarged liver - poor growth Slide 14 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 1:3000 Tumors grow along types of nerves. - headaches - seizures - MR - macrocephaly Slide 15 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities 1:15,000 babies - effects boys and girls equally - Mutation on chromosome 15 - Range from average IQ to mild or moderate MR - Insatiable appetite Slide 16 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Congenital rubella pregnant woman who has contracted rubella during her first trimesterrubella - microcephaly - heart defects - MR Toxoplasmosis litter boxes and garden soil. - encephalitis - heart - liver - eyes - MR Slide 17 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Slide 18 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Slide 19 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Bell Curve Slide 20 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Full Scale IQ Verbal IQ Performance IQ (WPPSI-III) Wechsler Preschool and Primary Scale of Intelligence-Revised. Ages 2 to 7 years, 3 months (WISC-IV) Wechsler Intelligence Scale for Children-Revised. Ages 6 to 16 years, 11 months (WAIS-III) Wechsler Adult Intelligence Scale- Revised Ages 16-89 Stanford-Binet V (ages 2 80) Slide 21 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Slide 22 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities 22 Slide 23 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities WAIS - III Slide 24 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Intermittent Limited Extensive Pervasive How Much Support? Least Most Slide 25 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Slide 26 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Working memory Generalization Metacognition Motivation Language Academic skills Slide 27 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities More likely to be rejected by peers Immature behavior Inappropriate responses in social situations Difficulty understanding subtle social cues Slide 28 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Deficits in: Communication Self-care Social skills Home living Leisure Health and safety Functional academics Community use Slide 29 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Parent/Caregiver Rating Form, Interview Form - 0 through 90 Teacher Rating Form - 3 through 21 years,11 months Slide 30 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Services may occur in the childs home Most begin preschool at age 3 Programs stress child development and learning Slide 31 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Slide 32 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities General Education Curriculum Reading, writing, math, social studies Life Skills Curriculum Applied academic skills Community-based instruction Slide 33 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Copyright Allyn & Bacon 2006 Breaking of a complex task or behavior into its component parts Select goals Identify prerequisite skills and materials needed to perform the task Identify specific components of the task and sequence component parts Evaluate instruction and task mastery level Seek to generalize skill to other settings Slide 34 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Peer-mediated instruction Cooperative learning Peer tutoring Slide 35 Copyright Allyn & Bacon 2008 Chapter 8: Students with Intellectual and Developmental Disabilities Should students with mental retardation participate in high- stakes testing? How do we effectively foster self-determination in students with mental retardation?

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