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This 12 page Class Notes was uploaded by SC Jordan Allgood on Tuesday September 22, 2015. The Class Notes belongs to SPED 3020e at University of Georgia taught by Dr. Tina Anderson in Fall 2015. Since its upload, it has received 39 views. For similar materials see Characteristics of Individuals with Mild Disabilities in Special Education at University of Georgia.
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Date Created: 09/22/15
Module 6 1 Accommodations vs Modi cations Both are ways in which students with disabilities can access the standard according to their IEP Limited to what the student needs NOT what will bene t the student but what the student needs to access the general curriculum state standards Both are related to the STANDARD and not what the teacherdoes A Accommodations DO NOT lower the grade level standard Accommodations change HOW instruction is presented andor HOW students demonstrate learning Ex In a science class and the students were taking a test A student who had trouble writing might give verbal answers instead of writing This is an accommodation because the standard has not been changed only the way the student is demonstrating what he has learned Most students with disabilities access the general curriculum through accommodations B Modi cations change or lower the grade level standard They change WHAT the student learns Less frequent because students with modi cations over time only learn a portion of the curriculum Affects what they can do later in postsecondary work Ex A student may be learning about the civil war and need to understand certain things about certain battles A student with modi cations would only have to match the name of the battle to a picture instead of describing the battle 2 Unit II who are the learners with mild disabilities Unit ll focuses on the differences between the disabilities and Unit III will focus on the similarities between the disabilities 0 Chapter 4 intellectual Disabilities 0 Chapter 5 Learning Disabilities 0 Chapter 6 EmotionalBehavioral Disorders 0 Chapter 7 Attention Disorders and Other Conditions 0 Chapter 8 Autism Spectrum Disorder 3 Number your paper from 110 0 Answer each poll with a capital letter A B C or D 0 Place in the Dropbox in Module 6 when you have completed the session 4 KEY CONCEPT marked in red are the most important Learners with mild disabilities highincidence have many of the same characteristics These learners are more alike than different 0 Some characteristics are more unique to certain categories of disabilities 0 By the end of the semester you should be able to identify similarities and differences among students in the mild disability categories Chapter 4 Learners with intellectual and developmental disabilities 0 Starts on page 81 of book 1 Naming cognitive impairment over the years intellectual characteristics are also cognitive characteristics which is what goes on in your brain 0 Over the years students with cognitive impairments have been called or labeled as many things Such as ldiot moron imbecile Feeblemindedness Mental de ciency Mental handicap Mental retardation not of cially changed to Intellectual disability until 2010 Intellectual disability 2000s uestion 1 Why has the name for this disability changed over time A Because of stigma associated with certain terms B Because of advocacy efforts of organizations and families wth of the abm 1 Neither of the abm Answer is C 2 History of De ntions 19191983 starts on page 84 of book 0 1919 AAMD formed Committee on Classi cation rst began looking at the idea of an intellectual disability consisted of the IQ being 2 standard deviations below the mean 70 or below 0 1959 provided uniform terminology for a dual classi cation system medical and behavioral moved the IQ portion of the de nition to 1 standard deviation below the mean IQ of 85 or below Added adaptive behavior 0 1973 IQ de nition changed back to 2 standard deviations below the mean 70 or below and de ned adaptive behavior de cits more explicitly o 1983 Professional judgment needed to evaluate IQ and adaptive behavior IQ guideline could be exible they added a portion where there is a exibility that made it go up from 70 to 75 an increase of 5 points allowed many more students to be identi ed 0 1992 new focus on present functioning students do have a pro le of strengths and de c s started to move away from a de cit oriented de nition to recognizing that individuals with intellectual disabilities do have strengths and it does impact how they re able to function in society 10 areas of adaptive behavior were identi ed to determine support needs 0 20022010 most recent personalized support plans to reduce de cits over time uses IQ that is still 2 standard deviations below the mean 70 or below and measures of adaptive skills moved from behavior to skills in conceptual social and practical areas think about and research what would be in those 3 areas 3 Normal Distribution of population Traits bell curve quot Md dam on evic m agndp rd bckau we 3 we above we enCl 0 5 quotquot39Mn 6 quot mean 2393quot JH e l ardc r mean men dataHO 39 b M We 2 8 de 39339 n de ed 0 n mm above we mean 0 standard deviation deviation from the group or mean IQ scores are usually looked at in Standard Score Ovcmg I mean acre 5 breakage 39 90 397 ho hih G Mw 85 ioo v 5 igo n45 mm WHW39quotJquotW quot39 quotevniazt rmA u r w The main IQ score is 100 Average scores are considered between 90 and 110 right in the average range 4 IDMR De nitions and the Normal Curve Note39 Shaded area rvdicodes Hamilll 0 Mer upper mi of 39W e 1 3 m qgg iqclaAc dc am de hiHo memo is Q q 5 5 303 x I 55WEEK 1amp3yd rudIed n Ambition 39 Vetcenhle Question 2 Intellectual Disabilities are believed to affect what percent of the population L1 to 2 percent 2 to 3 percent 93 to 4 percent D None of the abm Answer isB bell curve is on page 8586 0 Question 3 What percentage of the population labled as having mental retardation changed from 1959 to 1973 Lamp i10 g14 D 20 Answer isC 5 IDEA 2004 De nition Intellectual Disabilities The de nition that we use in terms of schools every state has their own interpretation of the de nition Georgia has a few differences more speci c in their interpretation more safeguards for students with disabilities from being disproportionately identi ed as having intellectual disabilities 0 Signi cantly subaverage lt2 standard deviations below the mean general intellectual functioning General intellectual functioning means looking at the overall functioning NOT a high and a low 0 Existing concurrently with de cits in adaptive behavior Manifest during the developmental period Memorize the above 3 bullet points 0 Question 4 What skill areas are considered when assessing adaptive behavior Answer isD page 85 amp 86 6 Applying the IDEA criteria for Intellectual Disabilities Classi cation 0 Chart is on page 87 o How do we determine if a student has intellectual disabilities according to IDEA 2004 First asses the level of intellectual functioning In Georgia that requires 2 IQ tests Is their IQ less than 70 a Yes I Asses their adaptive behavior I Are there de cits in adaptive Behavior 00 YES possible intellectual disability 00 NO No intellectual disability b No I No intellectual Disability 0 Question 5 What issigni cantly sub average general intellectual functioning AAn IQ score of about 70 or below iTwo standard deviations below the mean fg the test used gmth of the abm D None of the abm Answer is C more information on page 85 7 AAIDD 2010 De nition similar to IDEA 2004 0 Intellectual Disability is characterized by signi cant limitations in both intellectual functioning and conceptual social and practical adaptive skill areas 0 Intellectual Disability originates before age 18 8 Critical Assumptions of Use of the AAIDD 2010 De nition 0 Limitations must be considered within the community environments typical of the individual s age peers and culture Example student39s intellectual functioning was right at 7072 in the marginal range and technically a de cit in intellectual functioning When the adaptive behavior was looked at it took place in his own home He went to the grocery store for his mother and took care of his brothers and sisters in his culture that was acceptable for a student his age Due to his adaptive behavior he was NOT identi ed as having an intellectual disability 0 Valid assessments consider cultural and linguistic diversity and differences in communication sensory motor and behavioral factors 0 Limitations and strengths often coexist Identifying limitations is used to develop a pro le of needed supports 0 With appropriate supports life functioning should improve over time 9 Other De nitions 0 Developmental Disabilities 10 11 Not all students will show these but most will 10 U9 Speci c legal meaningimplies severe and multiple disabilities does not include students in the mildly intellectually disabled range Developmental Disabilities Assistance and Bill of Rights Act of 2000 0 Developmental Delay Often used in early intervention program when it may not be possible or desirable to apply a classi cation scheme IDEA 2004 allows the use of this term up to age 9 Example May have intellectual Disabilities due to environmental reasons As the student grows and increases in their intellectual abilities they lose the title meental disabilities and developmental delays reier to intellectual disabilities ADevelopmental Disabilities does but developmental delays does not QM gm Answer is A Levels of Intellectual Disability MEMORIZE Mild 5055 to approx 70 Moderate 3540 to 5055 students functioning in this range usually have signi cant cognitive impairment dif culty learning c Severe 2025 to 3540 d Profound IQ below 2025 Characteristics of MID Very heterogeneous group Typical Characteristics of MID 11 Learning dif culties required in order to be identi ed frequently seen but not in all students Slower rate of learning Social skills de cits rejected in schools by peers Social judgment dif culties frequently seen but not in all students Example student with an intellectual disability that had sex at school Dif culty with abstract concepts verbal and nonverbal students who have learning disabilities commonly struggle in this area Dif culty generalizing Question 7 All students with MID have similar learning characteristics Am iFalse Answer is B Question 8 Students with MID havesimilar learning characteristics to students with SLD Am iFalse Answer is A 0 Question 9 Typical characteristics of students with MID DO NOT include APhysical Impairments ipif culty with abstract concepts gProblems with sgcial judgment D Learning dif culties Answer is A Question 0 Students with MID freguently exhibit A awer rates of learning l3Problems undeLstanding abstract gBoth of the above D None of the abm 12 Answer is C
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