MODERATELY INTELLECTUALLY DISABLED

Anna Gallacher, Liz Cunningham, Megan Morelli, Megan Weaver

INTELLECTUALLY DISABLED
On October 5, 2010, U.S. President Barack Obama officially signed bill S. 2781 into federal law. Rosas Law removes the terms mental retardation and "mentally retarded" from federal health, education and labor policy and replaces them with people first language: individual with an intellectual disability and intellectual disability. Local government New York: Senate bill 7889 was signed into law by Governor Paterson on July 13, 2010

INTELLECTUALLY DISABLED

The R-word is the word 'retard(ed)'.

Why does it hurt?

The R-word hurts because it is exclusive. It's offensive. It's derogatory. Eliminating the R-word from all usages is a starting point toward creating more accepting attitudes and communities for all people. Language affects attitudes and attitudes affect actions.

http://www.r-word.org/

WHAT IS INTELLECTUAL DISABILITY (ID)?

A developmental disability characterized by significant limitations in intellectual functioning and two or more adaptive skill areas. Other terms: Cognitive Disability Mental Deficiency Mentally Handicapped

WHAT IS INTELLECTUAL DISABILITY (ID)?

Intellectual functioning is defined by an IQ test Adaptive skills refer to skills needed for daily life. Ability to produce and understand language Self-care skills Social skills Functional academic skills (reading, writing, math) Job related skills

DEGREES OF INTELLECTUAL DISABILITY BASED ON A LEVEL OF FUNCTIONING

Mild
85% of ID population IQ Score: 55-70 Can often acquire academic skills up to about the 6th grade level Have the greatest opportunity to become self-sufficient and live independently with community and social support

Moderate
10% of ID population IQ Score: 35-54 Can carry out work and self care tasks with moderate supervision Are able to function successfully within supervised communities like group homes

DEGREES OF INTELLECTUAL DISABILITY BASED ON A LEVEL OF FUNCTIONING

Severe
3-4% of ID population IQ Score: 20-40 May master very basic self care skills and some communication skills Most can live successfully in a group home

Profound
1-2% of ID population IQ Score: Below 20 Retardation is often caused by an accompanying neurological disorder Require a high level of structure and supervision

ANOTHER CLASSIFICATION SYSTEM BASED ON LEVEL OF REQUIRED SUPPORT

American Association on Mental Retardation (AAMR) has developed another diagnostic classification system that focuses on individuals capabilities rather than their limitations.
Intermittent support: needed only occasionally (mild) Limited Support Extensive Support Pervasive Support: daily, life long (profound)

PREVALENCE
1% of the general population = 2.5 million people in the United States. 10.3% of students ages 6-21 served under the IDEA. 1.5:1 male to female ratio

APPLIED BEHAVIORAL ANALYSIS (ABA)

Utilizes two researched-based theories for how individuals learn: Classical conditioning Operant conditioning ABA rewards a person for making a correct choice. Incorrect choices are not rewarded. ID students learn cause and effect and eventually associate a correct choice with a reward promoting positive behavior while decreasing behaviors that do not warrant a reward.

EXAMPLE
Suppose a student needs to learn to raise his hand before speaking in a classroom. ABA Break Down:

1) Raise the hand. 2) Raise the hand while remaining silent. 3) Keep the hand raised, remaining silent, until the teacher acknowledges you. 4) Once the teacher acknowledges you, put the hand down. 5) After the hand is down, speak.

REWARDS
Must be valuable or desired. Each student will find different things rewarding. Only rewards that are intrinsically rewarding have a motivational effect. At first, rewards are immediate and concrete. Snacks and food rewards For behaviors that require more sustained effort, such as remaining on task for 30 minutes, a more sustained reward may be allowed to play an exciting game

REWARD SYSTEM

As students become familiar with the instruction and reward process, a more abstract "token" reward system can be introduced. Token reward systems use visual representations. Common examples are stickers placed on a chart, or beads placed on a bracelet. These represent a student's progress towards an ultimate, concrete reward.

DISCRETE VS CHAINED SKILLS

Discrete skills - consist of a single step, have a definite beginning and ending, and can be counted as correct or incorrect. Example: Flashcards to teach numerals or fractions

Chained skills- a series of discrete steps that are linked together sequentially to form a targeted skill Example: Long Division

CHARACTERISTICS

Mental age range: 1-5 years old IQ ranges: 35-49 10% to 25% of all cases of intellectual disability Language: functional although intelligibility may be greatly impaired; limited ability to use a communication device Self-help: partial to nearly complete Social skills: diminished ability to form relationships; may distinguish own needs and wants but disregard the needs of others Academic skills: unlikely to progress beyond second-grade level Vocational status: capable of some degree of productive unskilled or semi-skilled labor performed under close supervision, or in sheltered workshops with ability to travel alone in familiar surroundings Adult status: seldom marry, but capable of self-management required for independent living; adapts well to life in a community living environment as well as supervised group homes

CHARACTERISTICS: COGNITIVE FUNCTIONING

Deficits in cognitive functioning and learning styles characteristic of individuals with intellectual disability effect the following areas:

Memory Learning Rate Attention Generalization of Learning Motivation

MEMORY
Students with intellectual disability have difficulty remembering information. Students with intellectual disability have trouble retaining information in short-term memory. Short-term memory, or working memory, is the ability to recall and use information that was encountered just a few seconds to a couple of hours earlier. Students with intellectual disability require more time than their nondisabled peers to automatically recall information and therefore have more difficulty handling larger amounts of cognitive information at one time.

LEARNING RATE

The rate at which individuals with an intellectual disability acquire new knowledge and skills is well below that of typically developing children. A frequently used measure of learning rate is trials to criterionthe number of practice or instructional trials needed before a student can respond correctly without prompts or assistance.
For example, while just 2 or 3 trials with feedback may be required for a typically developing child to learn to discriminate between two geometric forms, a child with an intellectual disability may need 20 to 30 or more trials to learn the same discrimination. However, slowing down the process is not the answer. Students with mental retardation benefit from opportunities to learn to go fast.

ATTENTION

Students with an intellectual disability often have trouble attending to relevant features of a learning task and instead may focus on distracting irrelevant stimuli. In addition, individuals with an intellectual disability often have difficulty sustaining attention to learning tasks.

These attention problems compound and contribute to a students difficulties in acquiring, remembering, and generalizing new knowledge and skills.

GENERALIZATION OF LEARNING

Students with disabilities, especially those with mental retardation, often have trouble using their new knowledge and skills in settings or situations that differ from the context in which they first learned those skills.

MOTIVATION

Some individuals with an intellectual disability develop learned helplessness, a condition in which a person who has experienced repeated failure comes to expect failure regardless of his or her efforts.

In an attempt to minimize or offset failure, the person may set extremely low expectations for himself and not appear to try very hard.

When faced with a difficult task or problem, some individuals with an intellectual disability may quickly give up and turn to or wait for others to help them. Some acquire a problem-solving approach called outer-directedness, in which they seem to distrust their own responses to situations and rely on others for assistance and solutions.

The current emphasis on teaching self-determination skills to students with an intellectual disability is critical in helping them to become self-reliant problem solvers who act upon their world rather than passively wait to be acted upon.

CHARACTERISTICS: ADAPTIVE BEHAVIOR

By definition children with an intellectual disability have substantial deficits in adaptive behavior. These limitations can take many forms and tend to occur across domains of functioning. They include deficits in:

Self-care and Daily Living Skills Social Development Behavioral Excesses and Challenging Behavior

SELF-CARE AND DAILY LIVING SKILLS

Individuals with an intellectual disability who require extensive supports must often be taught basic selfcare skills such as dressing, eating, and hygiene.

SOCIAL DEVELOPMENT
Making and sustaining friendships and personal relationships present significant challenges for many persons with mental retardation. Limited cognitive processing skills, poor language development, and unusual or inappropriate behaviors can seriously impede interacting with others.

BEHAVIORAL EXCESSES AND CHALLENGING BEHAVIOR

Students with an intellectual disability are more likely to exhibit behavior problems than are children without disabilities. Difficulties accepting criticism, limited self-control, and bizarre and inappropriate behaviors such as aggression or self-injury are often observed in children with an intellectual disability .

ASSESSMENTS
Bayley Scales of Infant Development Differential Ability Scales (DAS) Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) Wechsler Intelligence Scale for Children-III (WISCIII) Wechsler Adult Intelligence Scale - Revised (WAISR) Stanford-Binet Intelligence Scale 4th Ed. McCarthy Scales of Children's Abilities

BAYLEY SCALES OF INFANT DEVELOPMENT

Measures mental and physical, as well as emotional and social, development. The test, which takes approximately 45 minutes, is administered individually by having the child respond to a series of stimuli. The Mental Scales, which measure intellectual development, assess functions such as memory, learning, problem-solving ability, and verbal communication skills. Often, the Bayley scales are used to determine whether a child is developing normally and provide for early diagnosis and intervention in cases of developmental delay, where there is significant tardiness in acquiring certain skills or performing key activities. Additionally, they can be used to qualify a child for special services and/or demonstrate the effectiveness of those services.

DIFFERENTIAL ABILITY SCALES (DAS):

The Differential Ability Scales is an individually administered battery of cognitive and achievement tests for children and adolescents aged 2 years, 6 months through 17 years, 11 months. It is divided into three levels:
Lower Preschool (ages 2 years, 6 months through 3 years, 5 months) Upper Preschool (aged 3 years, 6 months through 5 years, 11 months) School-Age (6 years, 0 months through 17 years, 11 months)

The DAS was designed to measure specific, definable abilities and to provide interpretable profiles of strengths and weaknesses.

WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE-REVISED (WPPSI-R)

The WPPSI-R is an individually administered, norm-referenced, standardized test for children ages 3 years to 7 years 3 months to assess intelligence. It is organized into 2 groups of subtests, perceptualmotor (performance) and verbal. This instrument cannot be used with severely disabled children (IQ's below 40) and, with younger children, may need to be administered over two sessions due to the length of time required to complete the assessment.

WECHSLER INTELLIGENCE SCALE FOR CHILDRENIII (WISC-III)

This intelligence test is the universal standard which School Psychologists use most often. This version of the Wechsler is standardized for children from age 6 to 16. The test is divided into two main sections.
The Verbal Scale measures how well children are able to express themselves verbally and how well they are able to understand what is being said to them. The Performance Scale measures the nonverbal areas of being able to perceive spatial relationships; such as in putting puzzles together, and being able to transfer visual information rapidly.

Using test interpretation, the three I.Q. scores and the specific pattern of strengths and weaknesses indicate how well the child is able to learn and whether there are any specific learning disabilities. This information is then used to predict at what academic level the child should be functioning.

WECHSLER ADULT INTELLIGENCE SCALE REVISED (WAIS-R)

One of the most frequently used tests of adult intelligence, it is based upon a series of subtests with two general categories of items, verbal and performance.
Verbal items deal with general information, vocabulary, arithmetic tests, comprehension, similarities, analogies, etc. Performance items deal with picture arrangement and completion, block designs, and spatial relations.

The test was revised in 1981 and is familiarly known as the WAIS-R, pronounced 'waiss-are.' The WAIS-R covers an age range of 16 years, 0 months to 74 years, 11 months.

STANFORD-BINET INTELLIGENCE SCALE 4TH ED.

This intelligence test is also considered to be a standard tool of many School Psychologists. This test has been fairly recently revised and now provides multiple I.Q. scores (called S.A.S.'s) instead of a single I.Q. score, as before. In addition to being able to measure the verbal and nonverbal areas of a child's development, the Binet also provides a quantitative score, measuring the child's mathematical reasoning, and a memory score, measuring the child's short-term memory.

The materials in this test are very appealing to children. The child has little chance to become bored with this test since the activities are changed frequently.

MCCARTHY SCALES OF CHILDREN'S ABILITIES

The McCarthy tests children ages 2 to 8. The purpose of the test is to evaluate the general intelligence level of children.

identifies strengths and weaknesses in several ability areas.

verbal, perceptual-performance, quantitative, memory, motor, and general cognitive skills.

ASSESSMENT MODIFICATION PROCEDURES

Be sure the student can read the test and understand the terms. If she cannot, have someone read it to her and explain terms she does not know. Allow extra time to complete the test or give only selected questions. Consider giving breaks during the test. If the student has difficulty writing, create a multiple-choice format, or give an oral exam with questions that are appropriate to her ability and with language she understands. In multiple-choice questions, do not use all of the above or none of the above as choices, and in true-false questions, do not use always, sometimes, and never. If necessary, give the student a set of questions or problems different from those given to her classmates. Have the student demonstrate understanding through an alternate format. This may be a performance rather than written test, or an oral or physical demonstration in response to questions.

ETIOLOGY

 An

Intellectual disability can be caused by any condition that impairs development of the brain before birth, during birth or in the childhood years. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown. The three major known causes of intellectual disability are Down syndrome Fetal Alcohol Spectrum Disorder (FASD) Fragile X syndrome.

THE CAUSES CAN BE CATEGORIZED AS FOLLOWS:

Genetic

conditions Problems during pregnancy Problems at birth Problems after birth Poverty and cultural deprivation

Genetic conditions These result from abnormalities of genes inherited from parents, errors when genes combine, or from other disorders of the genes caused during pregnancy by infections, overexposure to x-rays and other factors. There are many genetic diseases associated with intellectual disability. Some examples include PKU (phenylketonuria) Down syndrome Fragile X

Problems during pregnancy Use of alcohol or drugs Malnutrition Certain environmental toxins Illnesses of the mother during pregnancy, Toxoplasmosis Cytomegalovirus Rubella Syphilis.

Problems at birth Prematurity and low birth weight. Difficulties in the birth process Temporary oxygen deprivation Birth injuries Problems after birth Childhood diseases: Whooping cough Chicken pox Measles Hib disease that may lead to meningitis Encephalitis can damage the brain Injuries Lead, mercury and other environmental toxins.

Poverty and cultural deprivation:

Children growing up in poverty are at higher risk for malnutrition, childhood diseases, exposure to environmental health hazards and often receive inadequate health care. Also, children in disadvantaged areas may be deprived of many common cultural and educational experiences provided to other youngsters.

Research suggests that such understimulation can result in irreversible damage and can serve as a cause of intellectual disability.

PLACEMENT

A child with an intellectual disability can do well in school but is likely to need the individualized help thats available as special education and related services.

13% of students labeled with intellectual disabilities spend most of the day in general education classrooms, while 57% spend most of the school day segregated from typical peers. The proportion of students with intellectual disabilities who are educated in general education classrooms for most of the school day increased by approximately 72% between 1990 and 2003, while the proportion of students educated in separate settings for most of the school day declined by 19%.

SECONDARY PLACEMENT

The secondary curriculum needs for a student with a moderate intellectual disability will require additional life skills instruction which usually will require the individual to be placed in a selfcontained classroom or a special school.

RELATED SERVICES

 Occupational

Therapy Meaningful and purposeful activities; Self-care (e.g., grooming, dressing, feeding, bathing); Employment activities and skills; Leisure activities (e.g., knitting, playing games); Domestic activities (e.g., cooking, cleaning, laundry). Physical Therapy Enhances quality of life by maximizing mobility and selflocomotion; Provides adaptive solutions to mobility problems; Increases sensory integration Speech/ Language Therapy Improves communication skills; Improves receptive and expressive languages skills; Improves speech articulation; Improves vocabulary.

ACCOMMODATIONS/MODIFICATIONS

ACCOMMODATIONS FOR PHYSICAL NEEDS

Follow the advice of the child's occupational therapist, physiotherapist and specialist teacher

(particularly for supporting movement around school, safety and confidence, adaptations for independence in self help, adaptations for the classroom and promoting learning)

ACCOMMODATIONS FOR CLASSROOM

Make any adaptations in the classroom inclusive

individual computer in the classroom, not at the back of the classroom individual chairs that can move and fit with different tables so the child can work in different locations

Help to develop a school that is physically accessible for everyone

MODIFICATIONS FOR LANGUAGE

Use simple and familiar language Keep sentences short and concise Avoid ambiguous words Use active rather than passive verbs Avoid sarcasm, idioms, and other figurative language

MODIFICATIONS FOR SUPPORTING VISUAL SKILLS

Place children near the front of the class Use larger type Use simple and uncluttered presentation Provide additional help with skills involving handeye coordination (pencil sharpener) Support children in depth judgments Use peers to help children in large spaces (hall buddy) Use lines and signs on floors and walls to help direction and to understand limits of space

MODIFICATIONS FOR MOTOR SKILLS

Wrist and finger strengthening activities and hand-eye coordination practice Use a wide range of multi-sensory activities and materials Practice skills in real and meaningful situations to increase motivation (building blocks, science experiments, etc.) Provide additional guidance and encouragement when learning motor skills Encourage independence in small self-help skills (buttons / zippers) Practice - all motor skills improve with practice Incorporate motor skills exercises with other forms of learning

http://www.youtube.com/watch?v=4inSxLyD5QY

MODIFICATIONS FOR MEMORY

Help the child to understand longer sentences and instructions by filtering out the more important bits of information from a block (simplify) Lists or help sheets of the most important information or instructions, displayed on the wall and given individually Teach rehearsal techniques by repeating information Support rehearsal by cumulative, sequential visual frames (telephone numbers, addresses, times tables) Give students practice in taking messages - graduating from simple to complex Limit the amount of verbal instructions at any one time Repeat individually to ID child any information/instructions given to class as a whole Play a memory game!!

http://www.learninggamesforkids.com/memory_games/sight-word-memory-cards.html

MATERIALS/EQUIPMENT

TECHNOLOGICAL MATERIALS / EQUIPMENT

Talking books in iPad: Story Mouse app

Pictures and audio

Phonics Practice on iPad: Phonics Genius

Over 6,000 words grouped by sounds Visual and auditory Ability to record and replay speaking Quizzes

Neo 2: small word processor to replace handwriting if its not a possibility http://www.neo-direct.com/

NON-TECH MATERIALS/ EQUIPMENT FOR WRITING

Pencil grips can address many specific hand grasp problems with the wide variety of pencils and pencil grips provided.

http://southpawenterprises.com/FineMotor/PencilandGripSampl er.asp

Raised-Line Paper extra space and raised lines to increase spatial awareness for students

http://www.therapro.com/First-Grade-Practice-PaperRaised-andFlat-Line-P309721C307762.aspx

Slant Boards clip to hold paper in place and incline to help students posture while writing

http://www.therapro.com/Advantage-Slant-Boards-P321130C4192.aspx

NON-TECH MATERIALS/ EQUIPMENT FOR READING

E.Z.C. Reader Strips bookmarks that have a seethrough space for students to follow along while reading (Middle/ High School)

http://www.reallygoodstuff.com/ezc-products/c/I1E/

E.Z.C. Reader Guiding Paws card with paw print on it for finger placement and see-through section for guided reading (Elementary)

http://www.reallygoodstuff.com/ezc-reader-guidingpaws/p/159531/

COMMUNICATION ACTIVITY
Discuss: How did you feel trying to communicate using this method?

http://www.openroad.net.au/access/dakit/intellectual/i nhandout4.htm

CURRICULUM

Effective instruction of students with mild to moderate mental retardation, including those with Down Syndrome, requires a blend of patience, understanding, and a belief that they can learn, coupled with the realization that progress may be slow. Help these students blend in with other students. Make sure they are as involved in class routines as other students Provide preferential seating for these students. Avoid placing possibly distracting students next to a student with a mild to moderate intellectual disability. When possible, provide a buddy that can help the student. You may need to alternate this responsibility as it can be rather time consuming. If parental permission is given, talk to the class about the student. Explain the students abilities and disabilities. Let them know what to expect in class and how they can be respond. Consider asking an older, well-respected student who has been in a class with a student with mild to moderate intellectual disability to come talk to the students about her experience.

Adapting instruction to students with mild to moderate intellectual disability can be time consuming. It will require flexibility, creativity, and advance planning - you will probably also need the assistance of the general classroom or special education teachers. Explain new terms and use consistent terminology. Provide written or pictorial guides to assist the student in learning new terms or skills. When necessary, alter the amount of work expected, or give alternate assignments to students with mild to moderate intellectual disability Make sure you have the students full attention and eye contact when giving directions. Use vocabulary that the student will understand. These students may need to repeat directions back to you, or tell you what they are to do in their own words.

Use concrete materials and hands-on experiences. The ability to touch and do will greatly enhance the learning experience for students with mild to moderate intellectual disability. Felt notes or raised staff lines will help provide concrete experience with abstract concepts. Present learning tasks in small, sequential steps. Make sure the student has completed the first step before moving to the next step. Continue to monitor the students understanding through the class or lesson. Reinforce newly learned skills often. Students with mild to moderate intellectual disability require consistent review and practice of skills.

LIFE SKILLS INSTRUCTION

Leisure Skills Social Skills Self-Determination Skills Choice Making Decision Making Goal Setting Problem Solving Self-awareness Self Advocacy Independent Living Skills

Money (Banking and Purchasing) Grocery Shopping (Purchasing) Home Maintenance Skills Meal Planning and Preparing Restaurant Skills (How to order properly) Safety Skills Self Care Skills Functional Reading and Math Skills

http://www.nsttac.org/sites/default/files/assets/pdf/10_22.pdf

TRAVEL TRAINING
is a short-term, comprehensive, intensive instruction designes to teach students with disabilites how to travel safely on public transportation. The goal is to train students to travel independently to a regularly visited destination and back. Why is it necessary?

Being able to get around on ones own accord is an important component of independence.

Nearly all individuals who have disabilities can board, travel on, and exit a public transportation vehicle.

http://www.youtube.com/watch?v=YD6qADNrHnI

TRAVEL TRAINING FOR THE INTELLECTUALLY DISABLED

Before travel training:

identify individuals strengths and weaknesses. Assess how much support student can expect from parent or guardian. Review the travel route to determine the feasibility.

Student with an intellectual disability may have trouble telling time, making change, and understanding survival signs.

INSTRUCTIONAL METHODOLOGIES CLASSROOM INFORMATION AND CURRICULUM

Present information visually (e.g. overhead projector, posters, pocket charts, chalkboard). Use simple directions. Break down directions into small steps Assign fewer problems to a page/reduce length of assignments Give students more freedom to choose their work activities. Allow extra time to complete tasks. Avoid large group and whole class instruction

INSTRUCTIONAL METHODOLOGIES ATTENTION

Use prompts, cues and lighting to capture their attention. Try using different colored or textured backgrounds for work. Minimize or remove distractions (avoid seating students near a window, door or high traffic area) Focus on one sense at a time or completing one task at a time. Look at the student to give directions; look away while he is processing the request. A student may not be able to sit on the floor without back support; use a chair, pillow or prop.

INSTRUCTIONAL METHODOLOGIES READING

Since reading is language made visual, it is the ideal means of helping a student with ID with expressive language Prerequisite Skills:

Listening and attending skills. Sit quietly and listen to a book Point to pictures Hold a book right side up and read from left to right Finger tracking Make predictions

INSTRUCTIONAL STRATEGIES READING

Listening center: books and songs on tape Tracking text with finger and eyes Utilize high interest reading material. Encourage singing, clapping, and dancing Repetition and practice!

INSTRUCTIONAL METHODOLOGIES: WRITING

Word journal Hands on activities: play dough, sky writing, writing in the sand, with paint

INSTRUCTIONAL METHODOLOGIES MATH

Create functional, real world applications of acquired content:

Example: Grocery Store

(1) Map out route through store based on grocery list: geometry (2) Counting money to pay for groceries: Money (3) How much time they have to shop: Time and Measurement

INSTRUCTIONAL METHODOLOGIES MATH

Assign fewer problems Allow more time Teach real world, independent living skills (currency, banking and budgets, time, shopping and cooking). Teach students with Down syndrome to sketch out problems, and then write out the arithmetic for the solution afterwards. Draw a graph/chart/picture. Act problems out Build on prior knowledge. Review learned concepts at the beginning of each math lesson. Practice should be fun, varied in content, and relevant to real life.

INSTRUCTIONAL METHODOLOGIES MATH MANIPULATIVE

Skills which can be taught with manipulates include: Sorting and classification (e.g., puzzles of increasing complexity; matching objects and pictures; sorting by color, shape, size or function; sorting by opposites or exclusion); and Sequencing and patterns (e.g., beads or stacking cups; sequencing cards that teach first, next, last; arrange pictures to tell a story or describe past events)

INSTRUCTIONAL METHODOLOGIES COMMUNICATION

Finger Cuing is the term used when the teacher or therapist taps his or her own mouth when speaking. This alerts the student to watch the speakers mouth as he or she models the sounds or words.

Finger pacing refers to holding up one finger at a time to model the sequence of sounds, syllables or words. This alerts a student to articulate or slow down.

INSTRUCTIONAL METHODOLOGIES SOCIALIZATION

Teach, Model, and Practice

Knows the major routines of the day. A visual timetable can help here. How to participate appropriately in a small group. How to respond to requests and instructions from the class teacher. How to work in an organized manner. How to cares for others in the group and is aware of their feelings.

POST SECONDARY EDUCATION/ VOCATIONAL TRAINING

OVERVIEW OF POST SECONDARY MODELS

Some local school systems nationwide partner with two- and fouryear public and private colleges to offer dual enrollment options to students with intellectual disabilities, age 18 and over, who are still receiving services from their school system under IDEA. There are an estimated 2000-3000 students with intellectual disabilities annually who are eligible for PSE options. Parents and local school systems typically initiate interest in pursuing these options, while local school system personnel coordinate student services. Some options are linked to teacher or rehabilitation professional preparation programs at the host institution, and participants from these degree programs provide a range of supports to students with intellectual disabilities. Very few PSE programs offer dorm experiences. Often, services end when the student ages out of public school, most often at age 21 or 22.

PSE MODELS

Three main types of PSE models

Mixed/hybrid model Substantially separate model Inclusive individual support model

Fewer programs that serve adults or youth age 21 and older fall within these three models and offer the same range of services. The major difference between dual enrollment and adult PSE options is that the local education system no longer participates in providing student supports. Primarily, the student and family maintain momentum. Efforts are supported financially in the following ways.

IDEA funds Vocational Rehabilitation Family funds Other rehabilitation organizations Scholarships AmeriCorps programs Plans for Achieving Self-Support (PASS Plans)

PSE OUTCOMES AND OPTIONS

There are approximately 110 PSE programs across 28 states.

These programs are listed on www.ThinkCollege.net , a website that is devoted to the topic of PSE for students with intellectual disabilities.

The majority of programs (74%) support students with disabilities who are dually enrolled in high school and college. Thirty-three percent of the programs supported adult students with intellectual disabilities in PSE. (Some programs support both.) Parents and local education agencies initiate the majority of programs. Families are expressing an increased desire for their son or daughter with intellectual disabilities to attend PSE after exiting the school system.

When surveyed about desired post-school outcomes, 36% of parents of students with intellectual disabilities and other low-incidence disabilities indicated that a four-year college was their first choice. Twenty-two percent of parents wanted a community college.

Families need more information on PSE options to use when developing young adults' transition goals.

The majority of postsecondary programs identify "attitude" and "low expectations" as the most significant barriers to overcome. Additional barriers, in order of significance, are funding, including access to student financial aid for students with disabilities who lack a high school diploma; transportation; and entrance requirements, including "ability to benefit" tests. A matched-cohort follow-up study of 40 students with intellectual disabilities looked at 20 students who had some type of PSE experience (noncredit audit, certificate course, courses for credit, fully matriculating) and 20 with no PSE experience. Findings revealed that students with intellectual disabilities who had some type of PSE experience were much more likely to obtain competitive employment, required fewer supports, and earned higher wages. Additionally, students had increased self-esteem and expanded social networks that included students without disabilities, and all involved had overall higher expectations for these students. A survey conducted with 13 programs in one state revealed that 87% of the 163 students in programs in postsecondary sites were involved in employment training, 36% were enrolled in a typical college course, and over half participated in activities on the college campus after school hours. All exiting students were linked to an adult service agency or community rehabilitation program as they exited. Seventy-nine percent qualified for Social Security benefits, 84% had a job for the summer, and 65% exited with a paid job.

POST SECONDARY RESOURCES

Transition Planning Individual Learning Plan Career Development

College

RECREATIONAL PROGRAMS

RECREATIONAL PROGRAMS

Best Day!

Best Day Foundation helps children with special needs build confidence and selfesteem through safe, fun, adventure activities like surfing, body-boarding, kayaking, snow sports, and more.

http://www.bestdayfoundation.org/

Seabright, New Jersey

RECREATIONAL PROGRAMS

Camp Bright Star

Camp activities include swimming, sports, games, arts and crafts, music, creative arts, special events, and trips. Special events have included a carnival, camp play, talents show, picnics and a magic show. In the past, trips have been taken to bowling alleys, minigolf, Riverhead Aquarium and the movies.

Huntington, Long Island

http://huntingtonny.gov/content/13749/13843/15187/20370/19824/20554/default.aspx

RECREATIONAL PROGRAMS
Yoga classes Karate classes

ORGANIZATIONS AND AGENCIES

The Arc of the United States. NY chapter

NYSARC, Inc. is America's largest non-profit organization supporting people with intellectual and other developmental disabilities and their families since 1949. NYSARC is the New York State Chapter of the Arc. They are a family-led organization, your advocates, your guides, and your educators. We're your friends. Like any good friend, we're not happy unless you and your loved ones live a rich, full life. http:/www.nysarc.org/

American Association on Intellectual and Developmental Disabilities

AAIDD promotes progressive policies, sound research, effective practices, and universal human rights for people with intellectual and developmental disabilities. http://aaidd.org/

ORGANIZATIONS AND AGENCIES

Best Buddies

Best Buddies is a nonprofit organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD). Their mission is to establish a global volunteer movement that creates opportunities for one-toone friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD). http://www.bestbuddies.org/

BIBLIOGRAPHY: CHILDRENS LITERATURE

Title: Leslie's Story : A Book About a Girl With Mental Retardation Author: Martha McNey, Leslie Fish Summary: Describes the home and school life of twelve-year-old Leslie, a girl with mental retardation, and discusses mental retardation in general. Title: My Friend Jacob Author: Clifton, Lucille Summary: Sammy is a young boy who lives next door to Jacob, a teenager with mental retardation. They are best friends. Jacob teaches Sammy to name cars. Sammy teaches Jacob to knock before he enters Sammys room. The black and white drawings are somewhat muted and may be difficult for some children to see. The print is rather small and there are many lines of print on a page, but there is good contrast. Title: My Sister Is Different Author: Betty Ren Wright Summary: Carlo tells us what it is like to have an older sister with mental retardation.

MORE CHILDRENS BOOKS

Taking Down Syndrome to School (Special Kids in School)

Dont Call Me Special: A First Look at Disability

By: Jenna Glatzer, Karen Schader and Tom Dineen

By: Pat Thomas, Illustrated by: Lesley Harker Allia Zobel Nolan, Illustrated by: Miki Sakamoto P. K. Hallinan

I Can, Can You?

What I Like About Me!

By: Marjorie W. Pitzer By: Eliza Woloson, Illustrated by: Bryan Gough

My Friend Isabelle Why Are You Looking At Me?: I Just Have Down Syndrome

A Rainbow of Friends

Were Different, Were the Same (Sesame Street) (Pictureback(R)

By: Lisa Tompkins

My Up & Down & All Around Book

By: Bobbi Kates, Illustrated by: Joe Mathieu

By: Todd Parr By: Jennifer Moore-Mallinos, Illustrated by: Marta Fabrega By: Arlene Maguire, Illustrated by: Sheila Bailey

Its Okay To Be Different

By: Marjorie Pitzer M.Ed., Illustrated by: Marjorie Pitzer

My Friend Has Down Syndrome Special People, Special Ways

Princess Jaycee: The Little Princess with Down Syndrome

By: Mrs. Alessia Russell, Illustrated by: Shawna Windom By: Laura Ronay, Illustrated by: Jon Wayne Kishimoto

Kids Like MeLearn ABCs

BIBLIOGRAPHY: PROFESSIONAL LITERATURE

Families and Mental Retardation: New Directions in Professional Practice

By: Diane T. Marsh

Equal Treatment for People with Mental Retardation: Having and Raising Children

By: Martha A. Field, Valerie A. Sanchez

Mental Retardation: New Insights for the Healthcare Professional: 2011 Edition

By: Q. Ashton Acton, PhD

ACTIVITY

Create or find a passage of text that is very difficult for anyone to read or understand. Have some of the words be words that are also difficult to pronounce. Pick a person to read the passage out loud and immediately explain what it means. If they stumble or get confused, pick on someone else to continue. Keep doing that. This is how it often feels to people who have intellectual disabilities who are treated without respect. People are not patient with them, expect them to respond quickly when they need some time to process information, make them feel bad for not understanding what others seem to understand easily. Be sure to explain that this is not the way people should be treated.

WEBLIOGRAPHY

http://www.education.com/reference/article/characteristicschildren-mental-retardation/?page=2 http://www.aafp.org/afp/2000/0215/p1059.html http://www.people.vcu.edu/~bhammel/special/types/mental_retar dation.htm http://www.theqmrp.com/qinfo/aboutMR.php http://www.v-excel.org/topics/mra_dat.shtml http://www.nsttac.org/sites/default/files/assets/pdf/10_22.pdf http://www.dsawm.org/LinkClick.aspx?fileticket=EdUFKA910ek% 3D& http://www.minddisorders.com/Kau-Nu/Mental-retardation.html http://www.education.com/reference/article/mental-retardation/ http://www.brighthubeducation.com/special-ed-neurologicaldisorders/79002-tips-for-teaching-students-with-an-intellectualdisability/

WEBLIOGRAPHY

http://nichcy.org/wp-content/uploads/docs/fs8.pdf http://www.ncset.org/publications/viewdesc.asp?id=3395 http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Special/guide_inte llectualdisability2007.pdf http://futureofchildren.org/futureofchildren/publications/docs/06_ 01_02.pdf http://www.education.com/reference/article/faq-students-mildintellecutal-disabilities/ http://www.communityinclusion.org/article.php?article_id=178 http://schools.nyc.gov/NR/rdonlyres/C7A58626-6637-42E7AD00-70440820661D/0/ContinuumofServices.pdf http://www.dekcsb.org/208-intellectual-disabilities/article/10373therapies-for-intellectual-disabilities-and-outdated-unproventreatments http://nichcy.org/wp-content/uploads/docs/ts9.pdf