Intellectual Disabilities presentation full

presentation on intellectual disabilities.

1. IDENTIFICATION AND GENERAL
CLASSROOM ADAPTATIONS FOR STUDENTS WITH
INTELLECTUAL DISABILITY
Unit V -Children with cognitive
disabilities
1

2. Concept of intellectual disabilities
2
intellectual disabilities refer to
significantly sub-average general
intellectual functioning resulting
in or associated with concurrent
impairments in adaptive
behavior and manifested during
the developmental period.

3. Concept of intellectual disabilities
3
(a) (IQ below 70);
(b) Impairments in adaptive
behavior which include deficits in
communication, self care and
mobility; and
(c) recognized during the
development or growing years,
generally considered earlier than 18
years of age.

4. Definitions of intellectual disabilities
4

The AAMR (American Association on intellectual disabilities) definition of
intellectual disabilities:
“intellectual disabilities is a disability characterized by significant limitations both in
intellectual functioning and is adaptive behavior as expressed in conceptual, social, and
practical adaptive skills. The disability originates before age 18.”

The AAIDD (American Association on Intellectual and Developmental Disabilities)
defines intellectual disability as
“a disability characterized by significant limitations in both intellectual functioning and
in adaptive behavior, which covers many everyday social and practical skills. This
disability originates before the age of 18.”

5. Definitions of intellectual disabilities
5

Persons With Disability (PWD) Act, 1995-
‘intellectual disabilities means a condition of arrested or incomplete
development of mind of a person which is specially characterized by sub-
normality of intelligence.’

Persons with Disability Act, 2016-
“Intellectual disability is a condition characterized by significant
limitation both in intellectual functioning (reasoning, learning, problem
solving) and in adaptive behaviourwhich covers a range of every day,
social and practical skills”.

6. Poll
6

intellectual disabilities

refers to significant limitation in intellectual functioning

refers to significant limitation in adaptive behaviours

originates before the age of 18

all of the above

7. Talking about major terms
7

Intellectual functioning refers to general mental capacity,
such as learning, reasoning, problem solving, and so on.

Adaptive Behavioursrefer to those ways through which
individuals fulfill their needs and deal with their natural and
social situations in their environments.

Age of onset:The age of onset is a medical term referring to
that age at which an individual acquires, develops or first
experiences a condition or symptoms of a disease or disorder. In
terms of intellectual disabilities the age of onset is before 18
years.

8. Miracle story: Joe Joe
8

https://www.youtube.com/watch?v=i-4hFA-Uy9s

9. Causes of MR
9

10. Identification through physical features
10
DOWN
SYNDROME
FRAGILE X SYNDROME

11. Identification through physical features
11
Fetal Alcohol
Syndrome
PraderWilli
Syndrome
Anencephaly MicrocephalyHydrocephaly

12. Identification through physical features
12
PhenylketonuriaCri du chat
Syndrome
Malnourished
child

13. Poll
13

Identify the syndrome:

Down syndrome

PradelWilliSyndrome

fragile X Syndrome

Fetal Alcohol Syndome
Siblings from Gujarat

14. Poll
14

Identify the cause:

Microcephaly

Anencephaly

Hydrocephaly

Phenylketonuria
A 5 year old girl RoonaBegum

15. Identification through Developmental Milestones
15

16. Identification by teacher through NCERT Checklist
16
•
Display poor academic
achievements constantly
•
Rely too much on presentation of
concrete objects
•
Have short attention span
•
Display short term memory
•
Has poor self concept
•
Have restricted communication
•
Seek repetition and practice
•
Do not take initiative in group
activities
•
Often inattentive and distracted
•
Need immediate rewards
•
Display fear of failure
•
Have poor muscular co-ordination
•
Face difficulty in doing things
for him/herself
•
Have problem in
understanding instructions
•
Are unable to sit in one place
for more than a few minutes
•
Exhibits restless activities like
tapping
•
Have problem in speech

17. Classification of MR
17
PSYCHOLOGICAL
EDUCATIONAL STANFORD
BINET
WECHSLER
IQIQTYPEIQTYPE
52-6755-69Mild50-75
EMR*
36-5140-54Moderate25-50
TMR**
20-3525-39SevereBelow25CMR***
20-35Below25Profound
*EMR-Educable intellectual disabilities
**TMR-Trainable intellectual disabilities
***CMR-Custodian intellectual disabilities

18. Educational Classification of MR
18

EMR(Educable intellectual disabilities): Those children who are
mildly mentally retarded are considered to be educable and may be
able to get education up to the 6th or 7th grade or above.

TMR (Trainable intellectual disabilities): Individuals who are
moderately mentally retarded are considered to be trainable, which
means they can learn to complete daily living.

CMR(Custodian
intellectual disabilities)
: Those children who are
severely or profoundly mentally retarded often require supervision and
help with daily living for the duration of their life time

19. Characteristics of CWEMR
19
1.Physical:
a)No Significant deviation in Physical
Growth
b)Slow in walking and eating
2. Learning and Memory
a)Poor learning ability
b)Short tem memory
c)Forget things quickly
d)Need drill and practice
e)Poor concentration and short
attention span
3.Academic:
a)Low Academic achievement
b)Slow ability:-reading, writing and
recall
c)At 14-15 years are in 5 to 6 class
d)Not able to think abstractly
e) Depend upon concrete things
4. Intellectual Ability:
a)IQ 50 to 75
b)Thinking and reasoning less
5. Behavioral:
a)Behavior problem due to social
isolation, they are forced into isolation
b)Lack of flexibility and adaptability

20. Characteristics of CWEMR
20
6. Social and Emotional:
a)They are quite social and can get
married and have kids
b)Can earn livelihood
c)Low tolerance
d)Over sensitive
e)Training can be given to improve or
modify social interactions
f)Frustrate quickly
7. Language:
a)Can Speak Small sentences easily
b)Problem in complex and long
sentences
c)Limited vocabulary
d)Less usage of adjectives
8. Occupation:
a)Can do skilled and semi skilled work
e.g. carpenter, Plumbers, agriculture,
Gardening etc.

21. Characteristics of CWTMR & CWCMR
21CWTMR
a)
IQ 25-50
b)
Expected to have physical and sensory
impairment
c)
Many tends to looks different in terms
of facial features and physical
characteristics
d)
Academic learning is quite limits
e)
They can learn to feed, toilet, dress self
adequately
f)
Do simple household works
g)
Need training in self care activities and
language development
CMCMR
a)
IQ below 25
b)
Remain totally dependent on others
for their existence
c)
Are institutionalized early in life
d)
Speech and toilet habits are at
primitive level

22. Poll
22
Mani falls under the category of EMR. What characteristics are not
applicable on him?

Having poor academic achievement

Can earn livelihood

Having significant difference in physical growth

Can be institutionalized since birth

A and B

B and C

C and D

D and A

23. People with Intellectual Disabilities: A digital story
23
https://www.youtube.com/watch?v=nK3Dg45DQ7c

24. Classroom Adaptations for a child with MR
24

Curriculum Restructuring-Adaptation, Augmentation (Plus
curriculum), Alteration

Case Study

Individualized Educational Program (IEP)

Adapting teaching strategies: Scaffolding, Reciprocal teaching,
Cooperative learning, Individualized instruction, Differentiated
instruction, Positive BehaviourSupport (PBS), Fading and sel-
instruction, Motivational strategy, Mastery in adaptive
behaviours, and so on

25. Scaffolding-Ali’s Story
25

26. Classroom Adaptations for a child with MR
26

Assistive Techniques:

Use of real materials or actual tools in natural environment.

Audio-video aids; some specific software have also been developed to
teach children with intellectual disabilities.

Hand on learning or learning by doing; especially used for teaching
numbers, alphabets and concepts of science.

Play based learning; viz. use of toys or models, arranging or fixing
blocks, etc.

Chaining; i.e. breaking a task into small steps in a sequential manner. It
is specifically used while the training of Home Living Skills, Social Skills,
and Activities of Daily Living (ADL).

Use of sketches/paintings/drawings.

27. Tips for Teacher to teach a CWMR
27

Have positive attitude.

Knowledge for behaviourmanagement
techniques.

Break longer and new tasks into small
steps.

Be as concrete as possible.

Demonstrate what you mean rather than
giving verbal directions.

Involve particular students in group
activities and clubs.

Be sympathetic and do not use harsh
comments/statements.

Do not let other students make derogatory
remarks against the particular student.

Give the student immediate feedback.

Provide a lot of encouragement,
appreciation, and support to them so that
they feel confident about themselves.

Find the students strengths and interests,
and emphasize them.

Do not go for inter-individual differences
(comparison with the performance with
other students in class), rather follow the
intra-individual differences (checking of
the progress of the student with his
previous levels of achievements).

Work in collaboration with the family and
other people involved with the student
because s/he needs support from
everybody. Discuss the problems of the
student with them.

28. Let’s understand what inclusion is for CWID!
28

https://www.youtube.com/watch?v=_lcnYYFQ7H8(
What is
inclusion?
)

https://www.youtube.com/watch?v=1YHNEWeJ_QY (
Inclusive
education benefits everyone
)

https://www.youtube.com/watch?v=zzTCrz9Xynw (
A Day in the
life of and Individual with Intellectual Disabilities
)