Intellectual Disabilities Exceptionality Report

Introduction
Individuals with an intellectual disability may differ significantly from the norm. Their growth
and development depend on the educational, social, and medical supports made available
throughout their lives. Many children with mild intellectual disabilities are not identified until
they enter elementary school at the age of 5 or 6, due to the fact that they may not exhibit
physical or learning delays that are readily identifiable. After entering school, these various
developmental delays become more apparent. It is not uncommon for the cognitive and social of
these children to be attributed to immaturity. However, within a few years, the educators and
counselors will recognize the need for specialized services for the student so that they are
supported in social and academic settings. Some students are identified to have significant,
multiple disabling conditions, including sensory, physical and emotional problems. They are
capable of learning adaptive skills that allow a degree of independence, oftentimes with ongoing
support (Hardman, Drew, & Egan, 2014). By researching and understanding the definition of
intellectual disabilities and its characteristics, classifications, assessments, strategies,
interventions, service providers, and resources, we will better understand the students that we
may have within our own classrooms one day.

Definition and Prevalence

As stated by the American Association of Intellectual and Developmental Disabilities,
Intellectual disability is a disability characterized by significant limitations both in intellectual
functioning (reasoning, learning, problem solving) and in adaptive behavior, which covers a

range of everyday social and practical skills. This disability originates before the age of 18. The
term intellectual disability covers the same population of individuals who were diagnosed
previously with mental retardation in number, kind, level, type, duration of disability, and the
need of people with this disability for individualized services and supports. Furthermore, every
individual who is or was eligible for a diagnosis of mental retardation is eligible for a diagnosis
of intellectual disability. While intellectual disability is the preferred term, it takes time for
language that is used in legislation, regulation, and even for the names of organizations, to
change. Developmental disabilities are severe chronic disabilities that can be cognitive or
physical or both. The disabilities appear before the age of 22 and are likely to be lifelong. Some
developmental disabilities are largely physical issues, such as cerebral palsy or epilepsy. Some
individuals may have a condition that includes a physical and intellectual disability, for example
Down syndrome or fetal alcohol syndrome. Intellectual disability encompasses the cognitive
part of this definition, that is, a disability that is broadly related to thought processes. Because
intellectual and other developmental disabilities often co-occur, intellectual disability
professionals often work with people who have both types of disabilities (American Association
on Intellectual and Developmental Disabilities, 2013).

The prevalence of intellectual disabilities worldwide and across all ages is estimated at 1% of the
total population. For school-age children between ages 6 and 21, the most recent annual report
from the U.S. Department of Education in 2011 reported that approximately 600,000 students
were labeled as having intellectual disabilities and were receiving services under IDEA,
Approximately 10% of all students with disabilities between the ages of 6 and 21 have
intellectual disabilities. It is estimated that approximately seven to eight million Americans of all

ages have intellectual disabilities. Intellectual disabilities affect about one in 10 families in the
U.S. We are only able to estimate the prevalence, as no one has actually counted the number of
people with intellectual disabilities (Hardman, Drew, & Egan, 2014).

Characteristics
People with an intellectual disability have several characteristics that can affect their intellectual
learning, as well as their ability to adapt to home, school, and community environments. Here,
we will examine the various and several characteristics that have been noted with a person who
has an intellectual disability of some sort. According to Education.com, While we discuss
several characteristics that are often seen when a student is identified with a mild intellectual
disability, we do not mean to suggest that all students with this disability are alike. Indeed, as
with any group of people, students with mild intellectual disabilities vary widely in their ability
to do schoolwork and adjust to social situations in school and other locations. However, in
contrast to most other disability categories, students with mild intellectual disabilities tend to
have more general, delayed development in academic, social, and adaptive skills. This delayed
development is reflected in low achievement across content and skill areas as well as
significantly lower scores on measures of intelligence and adaptive behavior when compared
with students who are not identified with intellectual disabilities (Rosenburg, Westling, &
McLeskey, 2013). The chart below separates the characteristics into different sections based on
academic skills, social skills, and cognitive skills:
Academic Performance

Intellectual Disabilities Characteristics

- Lag significantly behind grade-level peers in developing these
skills.
- Delayed in learning to read.

- Delayed in learning basic math skills.

- Delayed language development.
- Delayed in general oral language skills.
- Difficulty comprehending what they have read because of weak
verbal skills.
Cognitive Performance

- Phonological weaknesses.
- General delays in development that influence the acquisition of
language/academic skills.
- Three of the most important skills deficits exhibited by these
students are related to attention, memory, and generalization:
Attention:
- Difficulty orientating to a task, wanting do finish first task or do
another task.
- Selective attention on distractions or another subject, other than
the current one.
- Problem sustaining attention to a task, wanting to do something
else entirely.
Memory:
- Difficulty remembering information, such as short-term memory.
- Difficulty remembering math problems or spelling words.
- Influenced by attention difficulties.
- Have difficulty generating and using strategies that help facilitate
short-term memory.
Generalization:

- Lack the skills to relate learned material to other lessons or

settings.
- May learn a new word in one lesson, but cannot recognize that
word in another context.
- Difficulty generalizing material from the school lesson to
Social Skills Performance

community.
- Difficulty understanding the content of verbal interactions with
teachers or peers.
- Difficulty understanding the expectations of verbal interactions
with teachers or peers.
- Difficulty attending to important aspects of social interactions,
like remembering names.
- Inability to read social cues and interact successfully in
conversations.
- Lack of affiliation in school activities, low social status, and
negative self-concept.
- Little opportunity to interact with age-level peers sue to the fact

they spend a large portion of the day in segregated classrooms.

(Rosenburg, Westling, & McLeskey, 2013).

Classifications
To better understand the diversity of people who have intellectual disabilities, several
classification systems have been developed. Each classification method reflects an attempt by a

particular discipline to better understand and respond to the needs of individuals with intellectual
disabilities. The following chart separates and simplifies 4 classification methods:
Severity of Condition

Classifications of Intellectual Disabilities

- Can be described using terms that explain the extent to which a
persons intellectual capabilities and adaptive skills differ from what is
considered normal.
- Terms used in this classification include mild, moderate, severe, or
profound.
- Mild describes the highest level of performance, while profound
describes the lowest level of performance.
- The distinctions between these levels associated with intellectual
disabilities are determined by scores on intelligence tests (see chart
below) and by limitations in adaptive skills.
- A persons adaptive skills can also be categorized by severity.
- Adaptive skill limitations can be described in terms of the degree to
which an individuals performance differs from what is expected for his

Educability Expectations

or her chronological age.

- Students with intellectual disabilities have been classified according to
how well they are expected to achieve in a classroom situation.
- The specific descriptors used vary greatly from state to state, but the
most often indicate an approximate IQ range and a statement of
predicted achievement:
1. Educable (IQ 55 to about 70): 2nd to 5th grade achievement in school
academic areas; social adjustment skills will result in independence

with intermittent or limited support in the community; partial or total

self-support in a paid community job is a strong possibility.
2. Trainable (IQ 40 to 55): Learning primarily in the area of self-care
skills; some achievement in functional academics; a range of more
extensive support will be needed to help the student adapt to
community environments; opportunities for paid work include
supported employment in a community job.
- This system was originally developed to determine who would be able
to benefit from school and who would not.
- The term educable implied that the child could cope with at least some
of the academic demands of the classroom, meaning that the child could
learn basic reading, writing, and arithmetic.
- The term trainable indicated that the student was not educable and
was capable only of being trained in settings outside of the school
systems.
- In fact, until the passage of PL 94-142 in 1975, many children labeled
Medical Descriptors

trainable could not get a free public education.

- Fetal Alcohol Syndrome: physical deformations caused by the mother
of a child drinking alcohol during the pregnancy.
- Chromosomal Abnormalities: defects or damage in chromosomes that
carry genetic material and play a central role in inherited characteristics;
can cause Trisomy 21, Williams syndrome, Fragile X syndrome, etc.
- Metabolic Disorders: the bodys inability to process substances that
can become poisonous and damage the central nervous system; can

cause Phenylketonuria or Galactosemia.

- Infections: physical or psychological changes that can be caused by an
infection that the mother and the child are carrying, such as rubella or
syphilis.
Based on Needed Support - Today, the American Association on Intellectual and Developmental
Disabilities uses a classification system based on the type and extent of
the support that the individual requires to function in the natural settings
of home and community:
1. Intermittent supports are provided on an as-needed basis; these
supports may be of high or low intensity; they may be episodic, where
the person doesnt always need assistance, or short-term, occurring
during certain points in life.
2. Limited supports are characterized by consistency; the time
required may be limited, but the need is not intermittent; fewer staff
may be required, and costs may be lower than those associated with
more intensive levels of support.
3. Extensive supports are characterized by regular involvement in at
least some environments, such as work or home; supports are not time
limited.
4. Pervasive supports must be constant and of high intensity; they
have to be provided across multiple environments and may be lifesustaining in nature; typically involve more staff/time.
(Hardman, Drew, & Egan, 2014).

Intelligence Quotient Percentile Chart

IQ Score
0-24
25-39
40-54
55-69

Category
Profound Mental
Retardation

Typical Ability
Limited or no ability to communicate, eat, bath, dress and toilet.

Severe Mental

Limited ability to communicate, eat, bath, dress, and toilet. No

Retardation

academic skills.

Moderate Mental
Retardation

Some independent self-help skills and very basic academic skills.

Mild Mental

Usually able to dress/bath independently and can do simple jobs.

Retardation

Elementary school academics.

May live independently with difficulties. Can perform simple and

70-79

Border Line

80-89

Low Average

Can complete vocational education and live independently.

90-109

Average

Can complete high school graduation and college with difficulty.

repetitive jobs.

110-119 High Average

Typical level of college graduates.

120-129 Superior

Typical level of persons with doctoral degrees.

130-144 Gifted

Capable of understanding highly, complex academic material.

145-159 Genius

Exception intellectual ability and capable of looking beyond facts.

160-175 Extraordinary genius Extraordinary talent like Albert Einstein

(Cherry, 2014).
Diagnostic Assessments
Though intellectual disabilities are widely varied and have many different characteristics and
classifications, the assessment tests are usually based on IQ measurement. There are several tests
that can be given to assess a student or adult who may or may not have an intellectual disability:
Wechsler for Children
The Wechsler Intelligence Scale for Children (WISC-IV) is used to assess the intellectual or
cognitive functioning of children between the ages of 6 years to 16 years 11 months. The tool is
administered individually and is comprised of sub-tests typically completed within 90 minutes to
two hours. The WISC-IV must be administered by professionals trained in the administration,

scoring and analysis of the tool and have state certification or a license. The WISC-IV provides a
full-scale IQ score, which represents overall cognitive ability, and four index scores including
verbal comprehension, perceptual reasoning, processing speed and working memory.
Wechsler for Adults
The Wechsler Adult Intelligence Scale (WAIS) is a measure of assessing intelligence in people
ages 16 to 89. The WAIS is administered individually. Human intelligence, according to Dr.
David Wechsler, is made up of a combination of verbal and performance abilities. The WAIS is
commonly used as part of a neuropsychological evaluation to identify the presence of brain
dysfunction.
Wechsler Preschool and Primary
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) is administered to
children ages 2 years and 6 months to 7 years and 3 months. There is overlap between the ages
that the WPPSI-III covers and the ages covered by the WISC IV. The WPPSI provides a fullscale IQ score, a performance IQ score and a score of processing speed.
Stanford Binet
The Binet Intelligence test is the oldest intellectual assessment and was created in France by
Alfred Binet. Lewis Terman, a professor at Stanford University, adapted the Binet in 1916 and it
became known as the Stanford Binet Intelligence Scales. The purpose of the Stanford Binet is to
assess cognitive capacity in people ages 2 to 23.The composite score is the best estimate of
intelligence. Others areas assessed include verbal reasoning, quantitative reasoning and abstract
visual reasoning.
Kaufman Test for Children
The Kaufman Assessment Battery for Children-II (K-ABC-II) is a clinical tool for assessing
cognitive development. It takes 25 to 55 minutes to administer and is appropriate for ages 3 to
18. The KABC-II imparts information about how children receive and process information and
supports the identification of cognitive strengths and weaknesses.
Kaufman Adolescent and Adult Test
The Kaufman Adolescent and Adult Intelligence Test is administered individually to people ages
11 and older. It is designated as a general intelligence test and measures fluid and crystallized
intelligence. Fluid intelligence involves the ability to solve problems and reasoning that is not

influenced by cultural experience or education. Crystallized intelligence relates to acquired

knowledge which is believed to be significantly influenced by cultural experience and education.
(Gerard, 2014).

Eligibility Criteria
511 IAC 7-41-12 Specific learning disability
Sec. 12. (a) Specific learning disability means a disorder in one (1) or more of the basic
psychological processes involved in understanding or in using language, spoken or written, that
adversely affect the student's educational performance, including conditions referred to, or
previously referred to, as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia,
and developmental aphasia. As follows, a specific learning disability:
(1) Manifests itself when the student does not achieve adequately for the student's age or to meet
state approved grade level standards in one (1) or more of the following areas, when provided
with learning experiences and instruction appropriate for the student's age or state approved
grade level standards:
(A) Reading disability, which is a specific learning disability that is neurological in origin
and has a continuum of severity. It is characterized by difficulties with accurate or fluent,
or both, word recognition and by poor spelling and decoding abilities. A reading
disability may be due to difficulties in the following:
(i) Basic reading skills.
(ii) Reading fluency skills.
(iii) Reading comprehension.
(B) Written expression disability, which is a specific learning disability that is
neurological in origin and has a continuum of severity. Written expression is a complex
domain that requires the integration of the following:
(i) Oral language.
(ii) Written language.
(iii) Cognition.
(iv) Motor skills.
(C) Math disability, which is a specific learning disability that is neurological in origin
and has a continuum of severity. The ability to perform mathematical computations and
reasoning requires multiple core cognitive processes. A math disability may be due to
difficulties in the following:
(i) Mathematics calculation.
(ii) Mathematics problem solving.
(D) Oral expression disability, which is a specific learning disability that:
(i) is neurological in origin;
(ii) has a continuum of severity; and

(iii) is characterized by deficits in using expressive language processes to mediate

learning of:
(AA) reading;
(BB) writing;
(CC) spelling; or
(DD) mathematics; skills.
(E) Listening comprehension disability, which is a specific learning disability that:
(i) is neurological in origin;
(ii) has a continuum of severity; and
(iii) is characterized by difficulties in using receptive language processes to
mediate learning of:
(AA) reading;
(BB) writing;
(CC) spelling; or
(DD) mathematics; skills.
(2) Can be evidenced through either of the following:- 77 (A) Insufficient progress to meet age or state approved grade level standards in one (1) or
more of the areas identified in subdivision (1) when using a process based on the
student's response to scientific, research based intervention.
(B) A pattern of strengths and weaknesses in performance or achievement, or both,
relative to:
(i) age;
(ii) state approved grade level standards; or
(iii) intellectual development; that is determined by the group to be relevant to the
identification of a specific learning disability. The multidisciplinary team is
prohibited from using a severe discrepancy between academic achievement and
global cognitive functioning to meet this requirement.
(3) Does not include learning problems that are primarily the result of any of the following:
(A) A visual, hearing, or motor disability.
(B) A cognitive disability.
(C) An emotional disability.
(D) Cultural factors.
(E) Environmental or economic disadvantage.
(F) Limited English proficiency.
(G) Lack of appropriate instruction in reading or math evidenced by the following:
(i) Data demonstrating that prior to, or part of, the referral process, the student
was provided appropriate instruction in general education settings, delivered by
qualified personnel.
(ii) Data based documentation of repeated assessments of achievement at
reasonable intervals, reflecting formal assessment of student progress during
instruction, which was provided to the student's parents.

Sec. 12. (b) Eligibility for special education as a student with a specific learning disability shall
be determined by the student's CCC. This determination shall be based on the multidisciplinary
team's educational evaluation report described in 511 IAC 7-40-5(e) and 511 IAC 7-40-5(g),
which includes the following:
(1) An assessment of current academic achievement as defined at 511 IAC 7-32-2.
(2) An observation of the student in the student's learning environment, including the general
classroom setting, to document the student's academic performance and behavior in the areas of
difficulty. The multidisciplinary team may do either of the following:
(A) Use information from an observation in routine classroom instruction and monitoring
of the student's performance that was done before the student was referred for an
educational evaluation.
(B) Have at least one (1) member of the multidisciplinary team, other than the student's
general education teacher, conduct an observation of the student's academic performance
in the general education classroom after:
(i) the child has been referred for an educational evaluation; and
(ii) parental consent for the educational evaluation has been obtained. In the case
of a student of less than school age or out of school, a team member must observe
the student in an environment appropriate for a student of that age.
(3) Available medical information that is educationally relevant.
(4) A social and developmental history that may include, but is not limited to, the following:
(A) Communication skills.
(B) Social interaction skills.
(C) Responses to sensory experiences.
(D) Relevant family and environmental information.
(E) Patterns of emotional adjustment.
(F) Unusual or atypical behaviors.
(5) An assessment of progress in the general education curriculum that includes an analysis of
any interventions used to address the academic concerns leading to the referral for the
educational evaluation.
(6) Any other assessments and information, collected prior to referral or during the educational
evaluation, necessary to:
(A) address the exclusionary factors listed in subsection (a)(3);
(B) determine eligibility for special education and related services; and
(C) inform the student's CCC of the student's special education and related services
needs.
Sec. 12. (c) Other assessments and information, collected prior to referral or during the
educational evaluation under subsection (b)(6), may pertain to the following:- 78 (1) For difficulties with reading, the following:
(A) Decoding.
(B) Phonological awareness.

(C) Phonological memory.

(D) Phonological processing.
(E) Orthographic processing.
(F) Reading fluency (rate and accuracy).
(G) Reading comprehension.
(2) For difficulties with written expression, the following:
(A) Handwriting, which encompasses the following:
(i) Fine motor skills.
(ii) Visual-motor coordination.
(iii) Visual and working memory.
(iv) Phonological and orthographic processing.
(B) Spelling, which encompasses the following:
(i) Phonological and orthographic processing.
(ii) Written spelling ability.
(C) Composition, which encompasses the following:
(i) Oral language.
(ii) Reading ability.
(iii) Attention.
(iv) Memory.
(3) For difficulties with math, the following:
(A) Nonverbal problem solving.
(B) Working memory.
(C) Long-term memory.
(D) Processing speed.
(E) Attention.(Indiana State Board of Education, 2014).
Strategies, Interventions, and Adaptive Materials
There are many strategies that can be used to support and help a student with an intellectual
disability. These supports can help academic skills, social skills, emotional skills, behavior skills,
communication skills, and everyday learning tasks. Below is a detailed chart that showcases the
best strategies for helping someone with an intellectual disability.
Learning & Academics

Use short and simple sentences to ensure understanding.

Repeat instructions or directions frequently.
Ask student if further clarification is necessary.
Keep distractions and transitions to a minimum.
Teach specific skills whenever necessary.
Provide an encouraging and supportive learning environment.
Use alternative instructional strategies and alternative assessment methods.
Explicitly teach organizational skills.
Keep conversations as normal as possible for inclusion with peers.
Teach the difference between literal and figurative language.
Direct students attention to critical differences when teaching concepts.
Remove distractions that may keep student from attending.
Increase difficulty of tasks over time.
Teach student decision-making rules for discriminating important from unimportant
details.
Use strategies for remembering such as elaborative rehearsal and clustering
information together.
Use strategies such as chunking, backward shaping (teach the last part of a skill first),
forward shaping, and role modeling.
Use mnemonics (words, sentences, pictures, devices, or techniques for improving or
strengthening memory).
Intermix high probability tasks (easier tasks) with lower probability tasks (more
difficult tasks).
Use concrete items and examples to explain new concepts.
Do not overwhelm a student with multiple or complex instructions.
Be explicit about what it is you want the student to do.
Do not assume that the student will perform the same way today as they did yesterday.
Ask student for input about how they learn best, and help them to be in control of their
learning.
Put all skills in context so there is a purpose for learning certain tasks.
Involve families and significant others in learning activities.
Develop a procedure for the student to ask for help (e.g. cue card, raising hand).
When it appears that a student needs help, discretely ask if you can help.
Be aware that a student may be treated with medications that could affect performance
and processing speed.
Maintain high yet realistic expectations to encourage social and educational potential.

Proceed in small ordered steps and review each frequently.

Emphasize the student's successes.
Consider alternate activities that would be less difficult for the student, while
maintaining the same or similar learning objectives.
Provide direct instruction in reading skills.
Offer "standard" print and electronic texts.
Provide specific and immediate corrective feedback.
Encourage students to use relaxation and other stress reducing techniques during
exams.
Allow more time for examinations, tests, and quizzes.
Show what you mean rather than just giving verbal directions.
Use visual supports when relating new information verbally.
Provide the student with hands-on materials and experiences.
Break longer, new tasks into small steps.
Demonstrate the steps in a task, and have student perform the steps, one at a time.
Address the student and use a tone of voice consistent with their age.
Speak directly to the student.
Avoid long, complex words, technical words, or jargon.
Ask one question at a time and provide adequate time for student to reply.
Use heavy visual cues (e.g. objects, pictures, models, or diagrams) to promote
understanding.
Target functional academics that will best prepare student for independent living and
vocational contexts.

Socialization

Provide frequent opportunities for students to learn and socialize with typically
developing peers.
Involve the student in group activities and clubs.
Provide daily social skills instruction.
Directly teach social skills, such as turn-taking, social distance, reciprocal
conversations, etc.
Break down social skills into non-verbal and verbal components.
Explains rules / rationales behind social exchanges.
Provide frequent opportunities to practice skills in role-playing situations.
Provide opportunities to practice skills in many different environments.
Serve as a model for interactions with students.
Value and acknowledge each students efforts.
Provide many opportunities for students to interact directly with each other.
Work to expand the young childs repertoire of socially mediated reinforcers (e.g.
tickling, peek-a-boo, chase, etc.).
Ask students to imagine how their behavior might affect others.
Specifically comment on and describe what the student is doing.
Model tolerance and acceptance.
Provide opportunities for students to assume responsibilities, such as distributing
papers.
Teach other students to ignore inappropriate attention-seeking behaviors.
Have other students (who demonstrate appropriate behavior) serve as peer tutors.
Be aware that some students may work better alone.
Carefully consider and monitor seating arrangements in the classroom.
If student is motivated by adult or peer attention, find ways to recognize positive
contributions.
*Social Stories can be used to teach social skills to children with such disabilities as autism
or intellectual disability. A situation, which may be difficult or confusing for the student, is
described concretely. The story highlights social cues, events, and reactions that could occur
in the situation, the actions and reactions that might be expected, and why. Social stories can
be used to increase the students understanding of a situation, make student feel more
comfortable, and provide appropriate responses for the situation. We recommend that you
incorporate visuals into the stories as well. These visuals can be drawings created by the
student, imported images from Google, picture symbols / icons, or photographs.

Communication
Ensure that the student has a way to appropriately express their wants and needs.
If the student is non-verbal, identify and establish an appropriate functional
communication system (e.g. sign language, Picture Exchange Communication System
(PECS), voice output, etc.).
Understand that picture schedules and functional communication systems are NOT the
same thing; they do not serve the same purpose.
Develop a functional communication system that is easily portable.
If the child is non-verbal, ensure that the child has access to their communication
system across all contexts, all of the time.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when
the child is non-verbal or emerging verbal.
Paraphrase back what the child has said or indicated.
Label areas in the room with words and pictures.
Use sequencing cards to teach the order of events.
If you do not understand what the student is saying, ask them to repeat what they have
just said.
Ask student to show you how they say yes and no and then ask yes/no
questions.
Engage students in role-plays to target reciprocal conversation skills.
Program for generalization of communication skills across all contexts.
Use large clear pictures to reinforce what you are saying.
Speak clearly and deliberately.
Paraphrase back what the student has said.
Clarify types of communication methods the student may use.
Reinforce communication attempts (e.g. their gestures, partial verbalizations) when
the student is non-verbal or emerging verbal.
Provide puppets/pictures as props when using finger plays and songs.
Develop a procedure for the student to ask for help (e.g. raising hand, signal cards).
Speak directly to the student.
Model clear speech and correct grammar.
Establish easy and good interactive communication in classroom.
Consult a speech language pathologist concerning your class.
Be aware that some students may require another form of communication.
Encourage participation in classroom activities and discussions.
Model acceptance and understanding in classroom.

Use gestures that support understanding.

Be patient when the student is speaking, since rushing may result in frustration.
Focus on interactive communication.
Use active listening.
Incorporate the students interests into conversational exchanges.
Use storybook sharing in which a story is read to the student and responses are elicited
(praise is given for appropriate comments about the content).

Daily Living
Break down / task-analyze skills into steps.
Model targeted skills, then provide practice opportunities.
Use visual schedules with pictures / icons to demonstrate each step.
Systematically fade prompts to promote independence.
Teach occupational awareness and exploration, as appropriate.
Teach material in relevant contexts.
Reinforce students for generalizing information across material or settings.
Provide many opportunities for students to apply information they have learned.
Explicitly teach life skills related to daily living and self-care.
Plan experiences that are relevant to the student's world.
Find ways to apply skills to other settings (field trips).
Minimize distractions and the possibility for over-stimulation.
Teach and model personal hygiene habits such as washing hands, covering mouth and
nose when sneezing or coughing, and dental care.
Arrange the environment so students have many opportunities to practice personal
care and self-help skills.
Teach and model rules and practices for bus safety, safety outside, staying with the
group, and safety in the classroom.
Teach students to provide personal identification information when asked.
Teach and model procedures for dealing with potentially dangerous situations,
including fire, severe weather, and strangers.

Behavior
Model desired behaviors, and clearly identify what behaviors you expect in the
classroom.
Use behavior contracts or token economies if necessary.
Ensure consistency of rules and routine.
Reinforce desirable behaviors that serve as alternatives to inappropriate behaviors.
Ensure that the student knows the day's schedule at the start of each day and can
reference schedule throughout day.
Have a "hands to yourself" rule to respect personal space of all students.
Ensure understanding of all assignments and tasks (and materials needed).
Ensure consistency of expectations among all staff.
Create a structured environment with predictable routines.
Create a visual / picture schedule with daily routine.
Allow students opportunities to move during instruction.
Use visual organizers to help the student evaluate appropriate alternatives to
maladaptive behavior.
Create a calming area or a sensory area.
Explicitly teach and practice coping, calming strategies.
When dealing with conflict, explain what happened in as few words as possible and
use a calm, not-angry voice.
Point out consequences of the students behavior.
Brainstorm better choice(s) with students.
Use language to describe feelings and experiences.
Explain your reasons for limits and rules in language that students can understand.
Model the benefits involved in cooperating.
Use natural consequences when possible to reinforce cause and effect involved in a
rule, request, or limit.
Behavior management techniques can be used in the home, school, and community
settings. Functional Behavior Assessments/Behavior Intervention Plans can be created
by examining a student's specific problem behavior, identifying antecedents,
understanding consequences that maintain the behavior, and developing strategies to
reduce the inappropriate behavior and increase desirable behavior.
(Do2Learn, 2013).
Support/Services Providers

These websites can help with information for someone with intellectual disabilities within our
state. They can provide information for any of the following:

Local Resources
Information
Referrals
Support Groups

Family Voices Indiana

http://www.fvindiana.org/home
Indiana Institute on Disability and Community
http://www.iidc.indiana.edu/?pageId=2485
Community Guidance Center
http://www.thecgc.com/index.html
Resources
Website
Family Voices Indiana
445 N Pennsylvania St, Ste 941
Indianapolis, IN 46204
ph: 317.944.8982
info@fvindiana.org
National Organization
VOR
836 S. Arlington Heights Rd., #351
Elk Grove Village, IL 60007
847-253-0675 fax
877-399-4867 phone

info@vor.net

State or Local Organization

The ARC of Indiana
107 N Pennsylvania St., Suite 800
Indianapolis, IN 46204
Toll Free: 800-382-9100
Phone: 317-977-2375
Fax: 317-977-2385
E-mail: thearc@arcind.org
Web Site: www.arcind.org
Informational Book for Parents
Intellectual Disability: A Guide for Families and Professionals Hardcover June 24, 2010 by
James C. Harris M.D.
Childrens Book about Intellectual Disability
Don't Call Me Names: Learning to Understand Kids with Disabilities by C. W. Graham Emerge
Publishing Group, LLC

References
American Association on Intellectual and Developmental Disabilities. (2013). FAQ's on
Intellectual Disability. Retrieved from American Association on Intellectual and
Developmental Disabilities: http://aaidd.org/intellectual-disability/definition/faqs-onintellectual-disability#.VEFS2_ldW-M
Cherry, K. (2014). What Is The Average IQ? Retrieved from About Education:
http://psychology.about.com/od/intelligence/f/average-iq.htm
Do2Learn. (2013). Intellectual Disability Strategies. Retrieved from Do2Learn:
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_
Strategies.html
Gerard, M. J. (2014). Assessment Tools for Intellectual Disabilities. Retrieved from eHow:
http://www.ehow.com/info_8520575_assessment-tools-intellectual-disabilities.html
Hardman, M., Drew, C., & Egan, M. (2014). Human exceptionality: School, community, and
family, 11e. Belmont, CA: Wadsworth-Cengage Learning.
Indiana State Board of Education. (2014, August). Special education rules (Title 511, Article 7,
Rules 32 47).

Rosenburg, M., Westling, D., & McLeskey, J. (2013, July 24). Primary Characteristics of
Students with Intellectual Disabilities. Retrieved from Education.com:
http://www.education.com/reference/article/characteristics-intellectual-disabilities/