Intellectual Disabilities Identification PDF

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Identification worksheet regarding info on intellectual disabilities ...

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SPCE 200 Disability Identification Worksheet Disability Area: Intellectual Disabilities

©2016 Ball State University 080716

Disability Area What is the IDEA definition of this disability?

What is the prevalence rate for this disability? How would I determine present levels of performance for a client in this disability category? What are some potential related services or supplementary aids and services a student in this disability category might need?

Where are students in this category best served, based on statistics and information in your textbook? To what extent might a student in this disability category participate and not participate with non-disabled children in general education? What are some appropriate individualized assessment accommodations for a student in this disability category?

How will transition planning support a person with this disability??

What is the best piece of advice or suggestion you can give regarding working with children in this disability category? With adults in this category

My Response significant limitations both in intellectual functioning and in adaptive behavior as expressed SPCE 200 Disability Identification Worksheet in conceptual, social, and practical adaptive skills and originates before age 18 approx. 7% of all students with disabilities, or about 1% of the total school-age population (approx. 415,200 children between the ages of 6 and 21) An IQ of 70 or below in addition to impairments in attention, memory, academic performance, motivation, generalization, and language development --Early intervention: services/supports rendered to children aged 3 and younger with disabilities --Infant Stimulation Programs: programs for infants with disabilities/those experiences delays with an emphasis on achieving developmental/cognitive milestones --Family-centered early intervention: philosophy of working with families that stresses family strengths and capabilities, the enhancement of skills, and the development of mutual partnerships between service providers and families 49.1% in a separate classroom, 26.6% in a resource room, 16.7% in a regular classroom, and 7.6% in other environments they are less-likely to participate with non-disabled children due to the fact that students with intellectual disabilities often exhibit poor interpersonal skills and socially inappropriate or immature behaviors --Task analysis: complex tasks are analyzed and broken down into sequential component parts; each part is taught separately and then as a whole --Cooperative learning: heterogeneous groups of students work together on an assignment --Scaffolding: teacher provides temporary support to a student who is learning a new task; supports are gradually removed as the pupil becomes increasingly competent with the activity transition planning is cruical for the individual to be able to function in normal society. This includes independent living, employment, postsecondary education, vocational activities, and obtaining interpersonal relationships Children: teach them ways to learn the content while teaching the content itself, ensure attention to relevant task demands, provide training that mixes multiple learning and environmental contexts, give opportunities for active involvement in the learning process, and focus on content that is meaningful to the students to promote learning and facilitate ©2016 Ball State University 080716 engagement...