Characteristics Of Intellectual Disability And Strategies

Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Natasha Hoaglen California State University, Chico   Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Intellectual and Developmental Disabilities Description & Characteristics Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical

INDIVIDUALS WITH DISABILITIES EDUCATION ACT IDEA - - - - A law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 6.5 million eligible infants, toddlers, children, and youth with disabilities. http://idea.ed.gov/ IDEA -Was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate

individual is. For students that may have intellectual disabilities, intelligence takes on a different meaning because in this case, one would be looking to see if the student is learning at the average pace of

for communication disorders are not known but other times students obtain a communication disorder as a result of another disability like TBI or cerebral palsy. When it comes to identifying this disorder, parents are usually the ones to notice first if their child is already 3, for example, and still does not talk. When the disability has been identified

IEP team should focus on academic preparation, cognitive performance, and social skills performance when the transition begins. The Individuals with Disabilities Education Act (IDEA 04) recommends age sixteen, but it often varies across states. Firstly, they should consider academic preparation and performance. Students with intellectual disabilities often lag behind in class activities and development of academic skills. Delays are evident in language skills, math, and reading comprehension (Friend

Since the passing of The Individuals with Disabilities Education Act (IDEA), schools are required to serve all students regardless of their disability in a least restrictive environment. Due to increase in the number of students being identified and placed in general education classrooms, educators can expect to serve students with disabilities. It is important to understand the different types of disabilities, the characteristics of these disabilities, and causes; in order to ensure the success

are many terms used to describe emotional disability. Currently, students that are diagnosed with emotional disability are written off as having emotional disturbance, which is defined under the Individuals with Disabilities Education Act (IDEA). The text book, “Teaching students with Mild Disabilities”, by Henley, clearly defines emotional disturbance as, “The term emotional disturbance means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked

The issue focused on in this essay is Down Syndrome. First, it is a genetic cause of intellectual disabilities and is “A chromosomal anomaly that often causes moderate to severe mental retardation.” (Heward, 2013, pg. 137) Secondly, there are many risk factors involved with Down Syndrome which include inadequate care during prenatal, perinatal, and postnatal stages. Lastly, children with Down Syndrome are still very special people and deserve to be treated equally. To best accommodate a child with

learning characteristics of exceptional children differ from the norm (either below or above) to such an extent that they require an individualized program of special education and related services to benefit from education” (Heward, 2005, p. 10). This paper will discuss autism, characteristics of autism, and educational approaches when working with an autistic individual. Definition of Autism Under IDEA there are thirteen disabilities, as autism is one of them. Autism is a well-known disability in which

Journal of Intellectual & Developmental Disability, March 2009; 34(1): 55–66 LITERATURE REVIEW Applying equity theory to staff working with individuals with intellectual disabilities* PHILIP DISLEY1, CHRIS HATTON1 & DAVE DAGNAN2 1 Lancaster University, UK and 2West Cumberland Hospital, Whitehaven, Cumbria, UK Abstract Background This paper provides an overview of the empirical research on equity theory amongst staff working in services for individuals with intellectual disabilities (ID)