INTELLECTUAL DISABILITIES

THE MID LEARNER

Sonya Zurzolo

TRUE / FALSE ACTIVITY

• Stand-up/ Sit-down– If the statements are false, stand-

up– If the statements are true, sit-

down

Developmental disability is a condition like an illness.

FALSE: Is not something one has, like a heart condition, or big feet, small toes, etc.

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

TRUE

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

TRUE

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

TRUE

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

TRUE

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.

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.

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.

VIDEO CLIP – MILD INTELLECTUAL DISABILITYCARLA TATE (THE OTHER SISTER)

MINISTRY DEFINITIONMILD INTELLECTUAL DISABILITYA 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

THE MID LEARNER• Sub-Average Intellectual

FunctioningIQ Score Expectations

Below 25 Student may learn basic self-care and communication skillsFull 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.

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.

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

• 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

CHARACTERISTICS OF THE MID LEARNER

• Delays in Adaptive Skill Areas– appears clumsy– frequently lose items, such as pencils,

pens, books, and assignment– require support with personal

care/hygiene skills

CHARACTERISTICS OF THE MID LEARNER

• Low Self-Esteem– fear risk or trying new things– easily distracted– vulnerable to peer pressure, teasing,

and embarrassment

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

LEARNED HELPLESSNESS

• A tendency to be a passive learner who depends on others for decisions and guidance. www.siena.edu/pages/2761.asp

• The Three P’s of Learned Helplessness:

– Permanence– Pervasiveness– Personalization

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.

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.

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

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

REFERENCES AND RESOURCES• American Association on Intellectual and Developmental Disabilities

(AAIDD); formerly the American Association on Mental Retardation (AAMR) 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-intell

ecutal-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/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

THANK YOU!