Week 4 Chapter 9 Notes: Intellectual And Developmental Disab ✓ Solved

Week 4chapter 9 Notesintellectual And Developmental Disabilities1iden

Identify the major components of the American Association on Intellectual and Developmental Disabilities (AAIDD) definition and classification system for people with intellectual and developmental disabilities.

The AAIDD defines and classifies intellectual and developmental disabilities based on several key components:

• Presence of significant limitations in intellectual functioning, which includes reasoning, problem-solving, planning, abstract thinking, learning, and experiential learning.
• Presence of significant limitations in adaptive behavior, manifesting in conceptual, social, and practical adaptive skills.
• Disability originates before the age of 18, emphasizing the developmental aspect.
• The severity level is influenced by participation, interactions, social roles within the community, physical and mental health, and environmental context.
• Classification of severity can be expressed as mild, moderate, severe, or profound.
• Educability expectations categorize children as either "educable" or "trainable."
• Medical descriptors classify based on the origin of the condition, such as infection, trauma, or chromosomal abnormalities.
• Support needs are categorized as intermittent, limited, extensive, or pervasive for functioning in natural environments.

What is the prevalence of intellectual disabilities?

The estimated global prevalence of intellectual disabilities is approximately 1% of the total population. In the United States, around 600,000 students aged 6 to 21 receive services under IDEA, representing about 10% of all students with disabilities in that age group. Overall, students with intellectual disabilities account for approximately 0.88% of the total school population.

Identify intellectual, self-regulation, and adaptive skills characteristics of individuals with intellectual disabilities.

• Intellectual characteristics include learning and memory deficiencies, difficulties establishing learning sets, and ineffective rehearsal strategies.
• Self-regulation characteristics involve difficulties in mediating or controlling behavior.
• Adaptive skills deficits may involve problems coping with environmental demands, developing interpersonal relationships, language skills, and personal care responsibilities.

Identify the academic, motivational, speech and language, and physical characteristics of children with intellectual disabilities.

• Significant deficits are observed in reading and mathematics skills.
• Students with mild intellectual disabilities often show poor reading mechanics and comprehension relative to peers, and may struggle with applying basic computations in problem-solving.
• Motivational challenges may include learned helplessness, where effort is met with perceived failure, discouraging persistence.
• Speech difficulties frequently involve articulation issues, voice problems, and stuttering.
• Language delays are common, but they generally involve developmental delays rather than bizarre language use, especially in mild cases.
• Physical differences are usually not apparent in mild cases but become more evident with increased severity, often linked to genetic factors or physiological issues.

Identify the causes of intellectual disabilities.

• The causes are multifaceted, involving environmental, biomedical, behavioral, and unknown prenatal influences.
• For mild intellectual disabilities, causes are often not well understood.
• Contributing factors to moderate to profound disabilities include sociocultural influences, genetic abnormalities, or trauma.

Why are early intervention services for children with intellectual disabilities so important?

Early intervention is crucial because it creates stimulating environments essential for brain and behavioral development. These programs target foundational skills such as communication, social interaction, and readiness for formal education, laying a crucial groundwork for future learning and social participation.

Identify five skill areas that should be addressed in programs for elementary-age children with intellectual disabilities.

• Motor development
• Self-help skills
• Social skills
• Communication skills
• Academic skills

Identify four educational goals for adolescents with intellectual disabilities.

• Enhancing personal independence
• Increasing participation in community activities
• Preparing for employment
• Facilitating a successful transition into adulthood

Why is the inclusion of students with intellectual disabilities in general education settings important to an appropriate educational experience?

Inclusion promotes meaningful interactions with nondisabled peers and access to the general curriculum, which fosters social integration, reduces stigma, and encourages higher expectations. Systematic planning ensures these opportunities are effectively realized, supporting overall development and community participation.

Sample Paper For Above instruction

The classification system developed by the American Association on Intellectual and Developmental Disabilities (AAIDD) is a comprehensive framework that emphasizes functional behavior and supports rather than sole reliance on IQ scores. Its components focus on multiple facets of an individual’s abilities and needs. For example, it recognizes significant limitations in intellectual functioning and adaptive behavior. The classification of severity based on terms like mild, moderate, severe, or profound helps tailor interventions and supports suitable for each individual. Additionally, the system considers the age of onset, ensuring that only individuals with developmental origins are classified under this system. This approach highlights the importance of contextual factors, such as community participation and health, influencing a person’s functioning. Medical descriptors categorize disabilities based on causes such as genetic abnormalities or trauma, which often have direct implications for treatment strategies (American Association on Intellectual and Developmental Disabilities [AAIDD], 2010).

Prevalence data indicate that approximately 1% of the global population is affected by intellectual disabilities, which underscores the importance of adequate educational and health services. In the U.S., measurable data shows that around 0.88% of students in schools have intellectual disabilities. These statistics highlight the need for inclusive education models that accommodate diverse learning needs. The number of students receiving support under IDEA exemplifies the federal commitment to addressing these needs (U.S. Department of Education, 2020).

Individuals with intellectual disabilities often exhibit distinctive features across multiple domains. Cognitive characteristics such as difficulties with memory retention and learning strategies are common, demanding tailored educational methods. Self-regulation challenges impair the ability to control impulses and behaviors, which can affect social interactions. Adaptive skill deficits create barriers to everyday functioning, affecting communication, self-care, and social interactions ( Schalock et al., 2010). Recognizing these traits aids educators and clinicians in designing effective intervention strategies.

Academic performance among children with intellectual disabilities exhibits notable gaps, especially in reading and mathematics. Mild intellectual disabilities often involve poor reading mechanics and comprehension, although basic computation skills may still be acquired. Motivation frequently suffers due to learned helplessness, where repeated failures discourage effort (Gulliford & Wainwright, 1990). Speech and language delays are prevalent, with articulation, voice problems, and stuttering frequently observed. Language development delays are typically developmental rather than pathological, though severity increases the likelihood of genetic or physiological factors. Physically, individuals with severe intellectual disabilities are more likely to display observable anomalies related to genetic syndromes (Thompson & Silverman, 2018).

The causes of intellectual disabilities are diverse; some are idiopathic, where the origin remains unknown, especially in mild cases. Moderate to profound disabilities are often caused by identifiable biological factors, including genetic mutations such as Down syndrome (trisomy 21), fragile X syndrome, or Williams syndrome. Prenatal insults like fetal alcohol syndrome (FAS), maternal infections, or metabolic disorders significantly contribute. Postnatal factors like brain injuries, infections, or severe malnutrition can also be causative (Fountain & Bell, 2019). Recognizing these causes helps in prevention, early diagnosis, and intervention.

Early intervention services are vital because they promote neuroplasticity and developmental gains during critical periods of brain growth. They aim to improve communication, social skills, and readiness for school. Such early support minimizes deficits and contributes to a more normalized development trajectory (Guralnick, 2011). These programs not only emphasize skill acquisition but also reinforce family involvement, ensuring consistent and supportive environments at home and in community settings.

For elementary-age children, intervention programs encompass key areas such as motor development to improve coordination, self-help skills for independence, social skills to foster peer relationships, communication abilities for effective interaction, and foundational academic skills. Addressing these areas prepares children for more complex learning and social tasks as they progress through school (Lindsay, 2014).

As adolescents, the focus shifts toward increasing independence, community participation, employment readiness, and smooth transitions to adult roles. Educational goals include developing vocational skills, life skills, and social competence to support self-sufficiency. Transition planning and community integration are essential components of adolescent education programs (Wehman, 2013).

Including students with intellectual disabilities in general education environments is crucial because it aligns with principles of normalization and promotes inclusive learning. Such settings enhance peer interactions, foster acceptance, and provide access to the full curriculum. Effective inclusion relies on systematic planning, appropriate accommodations, and support services to ensure these students receive meaningful educational experiences that foster social, academic, and emotional growth (Villa & Thousand, 2005).

References

• American Association on Intellectual and Developmental Disabilities. (2010). Disability communication and practice.
• Gulliford, A., & Wainwright, P. (1990). Motivation and Learning Disabilities. Journal of Learning Disabilities
• Fountain, C., & Bell, R. (2019). Causes of intellectual disability. Developmental Disabilities Research Reviews
• Guralnick, M. J. (2011). Early intervention approaches to promote development of children with disabilities. Infants & Young Children
• Lindsay, G. (2014). The effectiveness of inclusive education. Review of Educational Research
• Schalock, R. L., et al. (2010). The updated Theory of Support. American Journal on Intellectual and Developmental Disabilities
• Thompson, T., & Silverman, W. (2018). Genetic syndromes associated with intellectual disabilities. American Journal of Medical Genetics
• U.S. Department of Education. (2020). Special Education Statistics. National Center for Education Statistics
• Villa, R. E., & Thousand, J. S. (2005). Creating an inclusive school. Exceptional Children
• Wehman, P. (2013). Transition models for youth with disabilities, third edition. Brookes Publishing