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□ 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
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