Extracurricular Activities And Children With Intellectual And Specific Learning Disabilities

Chapter 6 starts by telling the story of Lauren who has Down syndrome and defining intellectual disability. Intellectual disability in the chapter has multiple definitions and one is that it is define as a disability characterize by both intellectual functioning and adaptive behavior such as, social and adaptive skills. To classify and a person with intellectual disability you need to look at various dimension of human functioning, which are intellectual abilities, adaptive behavior, health, participation and context. There are still many challenges on to what the definition of intellectual is and how to measure intellectual disability. There has been many test n to measure the student’s intelligence, but it can be very controversial. Issues

Social competency can be defined as skills related to interaction with others (peers, family, authority figures, nonfamiliar speakers, etc.) both verbally and nonverbally. This may be due in part to the affect on facial expressions (Geirdal, Overland, Heimdal, Storhaug, Asten & Akre, 2013, p. 2880). This may also be due to the significant amount of time that children with TCS (individuals whose phenotypic symptoms are severe enough to be noticed as neonates, infants, and young children) spend in hospitals/away from peers in natural contexts. This lack of experience affects language, and language is associated with both theory of mind and social competency, as they are both in-turn also associated with language. Each entity is interconnected with one another. Language age is associated with social competency and children with hearing loss often have language delays. Furthermore, social competency is likely affected by the inability to maintain peer relationships due to ostracization from peers, ostracization that may be due to either hearing loss and/or physical differences. Not to mention, the speech-hearing and physical disabilities are likely to affect self-esteem, which will negatively influence participation and

While obtaining observation hours for ASHA, I had the privilege of viewing therapy sessions of students at Oscar Smith Middle School. I never had the opportunity of meeting children with disabilities personally until I began my observation hours. During a treatment session, two young ladies with Intellectual Disability (ID) captured my attention and changed my perspective on the part Speech Language Pathologists (SLP) play in providing these students with the critical skills to communicate with their special and general education instructors and others they may encounter through their environment. Witnessing the middle school students’ interactions with their SLP and myself gave me a glance at the rewarding aspects

When learning about Intellectual Disability (ID) it is important to explore the subject with people that work with students of ID. The (SPED) special education team placed together for a student in order to determine the students individual education plan (IEP). This SPED team consist of: Special Educator: Mr. Richard Franklin, General Educator: Ms. Rama Smith (Spelling, Literature), Speech Therapist: Mrs. LuDonna Martin, Principal: Mr. John Denton, Community Organizer and Retired Teacher: Mrs. Nelda Clements and I as the Special

The common traits of ASD, which include anti-social and often disruptive patterns of behavior, can make children with autism challenging for typical learning children to approach. Though the issue of including children with disabilities in mainstream classrooms is a complex one, peer-mediated interventions can promote the growth of social skills at every level of education. By educating the general population of typical peers and empowering them to be a part of the process a dent can be made in the social exclusion often experienced by the ASD children in mainstream settings. Implementing these interventions enriches the lives of all of the children involved, “possibly developing sustainable social relationships” expanding the effects of the program beyond the academic setting (Hughes et al., 2013). Also, these methods provide teachers an unobtrusive method of teaching that has benefits for the entire class. These methods could be helpful to other student populations that have intellectual

The first step in any research is to accurately define the population of interest. Intellectual Disability (ID) has been called by many different terms: mental retardation, learning disability, mental handicap, and developmentally delayed. Generally, these terms are accepted as interchangeable (Schalock, Luckasson & Shogren, 2007). However, over time some of the characteristics required to receive a diagnosis of ID has changed. In the recent past, the Diagnostic Statistical Manual of Metal Disorders Text Revised (DSM IV TR) identified three criteria necessary to be diagnosed with ID. This included: impairments of intellectual functioning (IQ<70) are not necessarily excluded from the diagnosis. By deemphasized the importance of low IQ the as a defining feature of ID the diagnosis expanded its definition to include individual assessed with borderline intelligence and above (fact sheet reference).

Intellectual disabilities (ID) in education require proper planning, collaboration, communication, accommodations, modified lessons, and detailed individualized instructions. Intellectual disabilities affect many aspect of a person daily life with a variety of emotional, mental, social, and physical characteristics (Joseph P. Kennedy Jr. Foundation, n.d.). Intellectual disabilities are also known as mental retardation (National Institute of Health, 2010). When educating students diagnosed with intellectual disabilities individual education plans (IEP) play a large role in the education process and ensure disabled students are meeting goals, reaching academic

Arnold, S, R. C, Riches, V. C., Stancliffe, R. J. (2011). Intelligence is as intelligence does: Can additional support needs replace diversity? Journal of Intellectual & Developmental Disability, 36 (4), 254-258.

In a 1983, intellectual disabilities were defined as below average function intellectually, the inability to adapt behavior and the individual’s ability to learn is negatively impacted. When using this definition, intellectual abilities are determined by a standard IQ score which would be below 70. This score along with the individual’s ability to adapt in social and academic situations were the two determining factors used.

The ABAS-II includes five different forms for raters that include teacher, parent, and self. The age ranges from 2 to 5 and 5 to 21, and the self-rating form from ages 16 to 89. The ABAS-II includes 10 skill areas, including: communication, community use, functional academics, health and safety, home or school living, leisure, self-care, self-direction, social, and work (Rust & Wallace, 2004). When scoring the ABAS-II, the four domain composite scores that are consistent with the American Association of Mental Retardation’s guidelines (Rust & Wallace, 2004). The four domains consist of conceptual, social, practical, and General Adaptive Composite. The ABAS-II has been chosen due to the population of 2 to 5-year-old children that will be used for the study, as well as the reliability and validity of the assessment. The reliability of this assessment had a consistency coefficient of .90 or greater. Rust and Wallace (2004) state that the ABAS-II is reliable enough to be used for screening, placement, diagnostics, group use, and research, validating the use of this assessment for the research study being conducted. By completing an ABAS-II assessment on participants, it will allow them to be grouped accordingly.

As the number of students with ASD increases in the general education population, teachers often seek information for the most effective interventions in working with this population. Bonds et al. (2016) compiled a review of the literature regarding articles for considering education utility for interventions for students with ASD. The three interventions identified for having the most evidence for school-aged children included social skills interventions, behavioral interventions, and peer-mediated interventions. Peer-mediated interventions were the largest category and all studies involved 5- to 14- years-old students attending mainstream school systems. Interventions included lunchtime clubs with students with ASD and their peers sharing common interests, or direct teaching groups meeting for one to two sessions

According the DSM-5, (Diagnostic and statistical manual of mental disorders), Intellectual Disability is a disorder that occurs during developmental periods that include intellectual and adaptive functioning deficits in multiple domains, i.e., “conceptual, social, and practical domains” (American Psychiatric Association, 2013). There is a set of three different criteria that must be met in order to have this diagnosis: Deficits in intellectual functions, deficits in adaptive functioning, and time of onset. Some of these affected intellectual functions include “reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing”. The affected adaptive functioning “result in failure to meet developmental and sociocultural standards for personal independence and social responsibility …and limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work, and community”. Lastly the onset of intellectual and adaptive deficits must occur during the developmental period (American Psychiatric Association,

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 adaptive skills. This disability originates before age 18” (Hallahan et al., 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound is an IQ below 20. Theoretically 2.27% of the population would be expected to have ID or DD. However, only one percent of the school-age population are labeled as such. One reason for the low prevalence is that parents want their child labeled as learning disabled because this label has a less negative stigma.

Intellectual disability (ID) is complex and complicated neurodevelopmental disorder that is defined by low intelligence quotient (IQ <70) and restrictions in adaptive functioning, normally diagnosed by 18 years of age 1. Adaptive functioning is evaluated on major three fields which include: social, practical skills and conceptual 2. 1-3% of the population are affected by ID worldwide3 and it is more predominant in males than females due to unknown reasons (Diagnostic and Statistical Manual of Mental Disorders (DSM–5).

Although estimates vary, research shows that approximately one percent of the world’s population is affected by intellectual or developmental disabilities (IDDs) (Maulik et al., 419). Developmental disabilities refer to a wide range of severe, long term disabilities which affect physical or cognitive functioning; developmental disabilities appear before age twenty two. Intellectual disabilities refer to a specific category of developmental disabilities that “…are categorized by a limited mental capacity and difficulty with adaptive behaviors…” (NIH, 2010). Adaptive behaviors include, “…conceptual skills (e.g., language, money and time concepts), social