Intellectual Disabilities: November 2015

Intellectual Disabilities are defined by the American Association of Intellectual and Developmental Disabilities as a disabilitiy characterized by significant limitations in both intellectual functioning and adaptive behaviors. This disability originates before the age of 18.

(http://aaidd.org/intellectual-disability/definition#.VjjaG7erTIU)

(http://aaidd.org/intellectual-disability/definition#.VjjaG7erTIU)

Indicators

Delayed development such as sitting, crawling, standing, walking, or talking
Failure to appreciate and avoid dangerous situations such as playing in the street, or touching a hot stove
Excessive behavioral problems such as impulsivity and poor frustration tolerance
Difficulty learning new information despite significant effort and repetition
Difficulty learning new skills despite significant practice

https://www.mentalhelp.net/articles/signs-and-symptoms-of-intellectual-disability/

Lack of or slow development of motor skills, language skills, and self-help skills, especially when compared to peers
Failure to grow intellectually or continued infant-like behavior
Lack of curiosity
Problems keeping up in school
Failure to adapt (adjust to new situations)
Difficulty understanding and following social rules

https://www.nlm.nih.gov/medlineplus/ency/article/001523.htm

Accommodations

Presentation Accommodations

Listen to audio recordings instead of reading text
Use visual presentations of verbal material, such as word webs and visual organizers
Work with fewer items per page or line and/or materials in a larger print size

Setting Accommodations

Sit where he learns best (for example, near the teacher)
Use sensory tools such as an exercise band that can be looped around a chair’s legs (so fidgety kids can kick it and quietly get their energy out)
Work or take a test in a different setting, such as a quiet room with few distractions

Timing Accommodations

Take more time to complete a task or a test
Have extra time to process oral information and directions

Scheduling Accommodations

Take more time to complete a project
Take a test in several timed sessions or over several days
Take sections of a test in a different order

Organization Skills Accommodations

Use an alarm to help with time management
Mark texts with a highlighter
Have help coordinating assignments in a book or planner
Receive study skills instruction

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

Modifications

Assignment Modifications

Complete fewer or different homework problems than peers
Write shorter papers
Answer fewer or different test questions
Create alternate projects or assignments

Curriculum Modifications

Learn different material (such as continuing to work on multiplication while classmates move on to fractions)
Get graded or assessed using a different standard than the one for classmates
Be excused from particular projects

https://www.understood.org/en/learning-attention-issues/treatments-approaches/educational-strategies/common-modifications-and-accommodations

Give more concrete assignments on a related topic
Give easier questions on same concept
Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding.
Use high interest/low vocabulary resources

https://www.bced.gov.bc.ca/specialed/sid/27.htm

Tuesday, November 3, 2015

Intellectual Disabilities