Mymission.lamission.edu



□ Outline Chapter 17

Intellectual and Developmental disability

Characterisitics of Intellectual and Developmental Disabilities ( IDD):

• Limited intelligence

• Low social skills

• Low adaptive skills

• Language delay.

• Originates prior to age 18.

Causes:

a) Genetic: DNA testing is conducted for diagnosis.

Down syndrome- 1 in every 600-900 live births. 3 copies of chromosome 21.

PKU- phenylketonuria. Absence of a specific enzyme in the liver. Can cause severe intellectual disability.

Fragile X syndrome- mutation on the long arm of X chromosome. Twice more males than females. 1 in 4000. moderate IDD and behavior concerns.

b) Toxic Intrusions during pregnancy

1) FAS ( fetal alcohol syndrome)- 7 out of 10,000 births. Moderate intellectual disability and behavioral problems (ADHD).

2) LEAD ingestion or inhaling- paint, gasoline.

3) Infections – rubella, encephalitis.

ENVIRONMENTAL FACTORS:

□ Interaction between genetics and environment.

Developmental delays

a) Concepts for language development, reading, writing, money management.

b) Social skills delays affecting self-esteem, following rules, interpersonal relationships, victims of bullying, lack responsibility.

c) Self-help delays affecting independent living skills

How do we identify students?

• Suspect developmental delays

• Difficulties in information processing

• Diagnosis at birth or during first 3 years of life

• Intelligence tests

Intelligence Tests

□ STANFORD-BINET: cognitive ability and intelligence test used in young children. Measures 5 factors during verbal and nonverbal subtests (knowledge, quantitative reasoning, visual-spatial processing, working memory, and fluid reasoning).

□ WECHSLER SCALES: generates an IQ score and can be used to diagnose ADHD and learning disabilities. It assess children after age 2 in Comprehension Knowledge, Long-Term Retrieval, Visual-Spatial Thinking, Auditory Processing, Fluid Reasoning, Processing Speed, Short-Term Memory, Quantitative Knowledge and Reading-Writing.

□ VINELAND ADAPTIVE BEHAVIOR SCALE: psychometric instrument used in the assessment of individuals with intellectual disability, PDD and other types of developmental delays.

□ Factors to consider when working with families with children with intellectual disability diagnosis:

← What is the degree of intellectual disability?

← Is there a specific diagnostic path to follow?

← Are parents planning to have more children?

← What are the parents’ wishes?

← What resources can I provide to family?

□ Mild intellectual disability

← Often associated with racial, social, familial factors

← Identifiable in less than half affected individuals

← Common biological causes are genetic/chromosomal syndromes, perinatal complications, prenatal alcohol/drug exposure

← Familial clustering common

□ Moderate intellectual disability:

← Supported employment and often live at home or in supervised setting in the community

□ Severe intellectual disability

← Linked to biological/genetic origin

← Identifiable in 75% of cases

← Common causes: Down syndrome, fragile X syndrome, fetal alcohol spectrum disorders

← Associated impairments make it difficult to distinguish intellectual disability from other developmental disabilities

Down Syndrome

□ genetic disorder with extra chromosomes ( 47)

□ 3 types/ most common is Trisomy 21

□ Happens during conception

□ Causes still unknown

□ Born to mothers of all ages

□ Genetic change affects neurologic development and growth

Trisomy 13

It is a chromosomal condition associated with severe intellectual disability and physical abnormalities in many parts of the body.

Trisomy 13 characterisitcs:

□ Heart defects

□ Brain or spinal cord abnormalities

□ Very small or poorly developed eyes (microphthalmia)

□ Extra fingers or toes

□ 5 to 10 percent of children with this condition live past their first year.

□ Cleft lip with or without cleft palate

□ Hypotonia

Trisomy 18

□ Caused by a error in cell division, an extra chromosome 18 results (a triple) disrupts the normal pattern of development that can be life-threatening, even before birth. Only 50% of babies are born alive. Developmental delays include lower processing, slow motor development and speech.

Preferred learning style is;

□ Concrete learning

□ Hands-on activities

□ Allow longer processing time

□ Consistency in routines and tasks

□ Model behavior

□ Active participation

□ Provide creative opportunities via visual arts, dance, music, photography, drama.

Support in class

□ Repetition

□ Social skills modeling

□ Direct instruction

□ Practice to learn

□ Classification of concepts

□ Expressive and receptive language development

□ Positive emotional context

□ Supportive educational programming

□ Inclusion setting

□ IEP goals

Classroom Strategies

□ Allow child to hold a “fidget” toy to be visually occupied

□ Do not expect the child to stay at circle time for longer than two to three minutes.

□ Incorporate music, movement, props, and puppetry into circle time activities

□ Fingerplays need to be simple

□ Encourage child to participate in open-ended art activities

□ Encourage the use of an adaptive grasp

□ Define a space within the block area center for work on a special “floor”

□ Place a pre set number of blocks into a large container next to the child

□ If child insists on mouthing or throwing blocks use non-toxic plastic blocks

□ Provide child with appropriate mouthing toys

• Model appropriate block play

• Give lots of positive encouragement

• When there is difficulty with transitions, be sure to give sufficient advance warnings

• Include a peer partner when working on play skills

• Child may have difficulty playing for a long time. Support by sectioning off an area for play through the use of a refrigerator box or partition

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download