INTELLECTUAL DISABILITIES THE MID AND DD LEARNER Angela

INTELLECTUAL DISABILITIES THE MID AND DD LEARNER Angela Nell, Robin Kapoor & Jennifer Mc. Bain

AGENDA • True / False Activity • • History of • Terminology • • Video Clip – MID • Ministry Definition – DD • Characteristics of the • DD Learner • • Ministry Definition – MID • Characteristics of the MID Learner Learned Helplessness Accommodations, Modifications and Strategies Case Studies OSSD, OSSC and Certificate of Completion Video Clip – DD

TRUE / FALSE ACTIVITY • Stand-up/ Sit-down – If the statements are false, standup – If the statements are true, sitdown

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.

HISTORY OF TERMINOLOGY • 1800 s-1870 s – feeble-minded, ‘cretins’ • First school for persons with ID opened • 1876 – Association of Medical Officers of American Institutions for Idiots and Feeble-Minded Persons (now AAIDD) founded

HISTORY OF TERMINOLOGY • 1880 s-1940 s – Heredity and Eugenics • Belief that ID was hereditary • 1920 s, H. H. Goddard created four categories for Intellectual Disability: • Feeble-minded • Moron • Idiot • Imbecile

HISTORY OF TERMINOLOGY • 1950 s – General term ‘mental retardation’ with adjective prefixes: • Mild Mental Retardation • Moderate Mental Retardation • Severe Mental Retardation • Profound Mental Retardation • Pre-1973 - IQ of 85 or less • 1973 - IQ of 70 or less.

HISTORY OF TERMINOLOGY • Education Terminology in Early 90 s – “trainable retarded” – “educable retarded” • End of the 20 th Century - use of terms “intellectual” and “developmental” paired with either “disabilities” or “challenges” • Current Education terminology

HISTORY OF TERMINOLOGY Problems • No universal terminology • Continuous change of terminology has been necessitated by derogatory use of terminology • Medical diagnosis still uses term ‘mental retardation’

VIDEO CLIP – MILD INTELLECTUAL DISABILITY CARLA TATE (THE OTHER SISTER)

MINISTRY DEFINITION DEVELOPMENTAL DISABILITY A severe learning disorder characterized by: a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development b) an ability to profit from a special education program that is designed to accommodate slow intellectual development c) a limited potential for academic learning, independent social adjustment and economic self- support

THE DD LEARNER • Sub-Average Intellectual Functioning IQ Score Expectations Below 25 Student may learn basic self-care and communication skills Full time ed. Assistant or tech. support (or both) likely. 25 - 40 Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized. Some life-long assistance likely needed. 40 -55 With support may learn independent life skills, self-care and basic academic skills. Supervised independence possible. 55 -70 Academic achievement to grade 5 or more is possible with intermittent support. Secondary school academic programs may present a challenge.

THE DD LEARNER • Deficits in Adaptive Behaviour – Conceptual Skills – Social Skills – Practical Skills • Educational Performance well below grade level

THE DD LEARNER • Intellectual Disability is associated with developmental disorders and other medical disorders, such as: Down Syndrome Fetal Alcohol Syndrome Tourettes Syndrome Cerebral Palsy Fragile X Syndrome Rett Syndrome Epilepsy Williams’ Syndrome Muscular Dystrophy Spina Bifida

CHARACTERISTICS OF THE DD LEARNER • Language Delay – difficulty with understanding and sharing thoughts and feelings • Gross motor Delay – affects the arms, legs, and/or truck of the body • Fine Motor Delay – affects the face and/or hands

CHARACTERISTICS OF THE DD LEARNER • Self-Help Delay – difficult helping themselves • Social Skills Delay – difficulty with building and/or maintaining age-appropriate relationships with children of their own age • Global Delay – exists when a child exhibits delays in most or all of the previous mentioned types of delays

MINISTRY DEFINITION MILD INTELLECTUAL DISABILITY A learning disorder characterized by: a) an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive service b) an inability to profit educationally within a regular class because of slow intellectual development c) a potential for academic learning, independent social adjustment and economic self-support

THE MID LEARNER • Sub-Average Intellectual Functioning IQ Score Expectations Below 25 Student may learn basic self-care and communication skills Full time ed. Assistant or tech. support (or both) likely. 25 - 40 Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized. Some life-long assistance likely needed. 40 -55 With support may learn independent life skills, self-care and basic academic skills. Supervised independence possible. 55 -70 Academic achievement to grade 5 or more is possible with intermittent support. Secondary school academic programs may present a challenge.

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

CHARACTERISTICS OF THE MID LEARNER • 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 • 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

ACCOMMODATIONS, MODIFICATIONS AND INSTRUCTIONAL STRATEGIES Accommodations • • Make use of graphic organizers or checklists Keep lessons concrete Provide auditory supports Provide close proximity to the teacher.

CASE STUDY - MARY • Mary is a friendly, sociable and outgoing student in Grade 11. Although her first years of secondary education were in segregated settings for students with intellectual disabilities, she has been integrated in her school for two years. Integration has been gradual and Mary is making excellent progress towards her IEP goals. Mary spends part of her time in regular classes. She is also involved in a work experience program, with the support of a teacher assistant, and has one period in the resource room each day. Mary will be graduating with her peers next year.

CASE STUDY - MARY • The In-School Team has identified the following Alternative Expectations for Mary: 1. Mary will independently walk in the community 2. Mary will identify stores and businesses in the community 3. Mary will understand follow the safety rules at her Work Placement job site

CASE STUDY - GROUPS • Group 1 – Accommodations for the classroom • Group 2 –Instructional and Environmental Accommodations for Employer / Work Placement • Group 3 – Modifying Curriculum - Alternative Expectations – Alternative Expectation 1 • Group 4 – Modifying Curriculum – Alternative Expectations – Alternative Expectation 2 • Group 5 – Modifying Curriculum Alternative Expectations – Alternative Expectation 3

THE OSSD, THE OSSC AND THE CERTIFICATE OF COMPLETION OSSD (Ontario Secondary School Diploma) Requirements: • • 18 Compulsory Credits 12 Optional Credits 40 Hours of Community involvement activities The provincial secondary school literacy test

THE OSSD, THE OSSC AND THE CERTIFICATE OF COMPLETION OSSC (Ontario Secondary School Certificate) Requirements: • 7 Compulsory credits • 7 Optional credits

THE OSSD, THE OSSC AND THE CERTIFICATE OF COMPLETION Certificate of Accomplishment • May be granted to students who leave school before fulfilling the diploma or the certificate

Snowball Activity

• Should we be aiming for an OSSC for all the students who have Mild Intellectual Disability or Developmental Disability? Why or why not?

• Should the aim towards an OSSC or Certificate of Accomplishment be determined by IQ? Explain.

• Should all the students who have developmental disability be eligible for Certificate of Accomplishment? Explain.

• Would it be beneficial if there was a school just devoted to Mild Intellectual Disability or just Developmental Disability? Or a school for both disabilities together? Why or why not?

• What are you thoughts on students with MID and DD in the workplace? Keeping the employers’ and the students’ perspective in mind.

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. Mc. Leskey, 2008 edition p. 203, 207 -210 – http: //www. education. com/reference/article/faq-students-mildintellecutal-disabilities/ – http: //www. education. com/reference/article/characteristicsintellectual-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/speced 20 02. 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 •

VIDEO CLIP – DEVELOPMENTAL DISABILITY