Intellectual Disability Critieria

The two options for identifying students with disabilities are RTI model and the IQ-Achievement discrepancy model. The RTI model is a multi-tiered approach to identifying students with disabilities. With this approach the amount of students who are identified as having a learning disability has decreased because of the support students receive at different tiers and it eliminates inadequate instruction as the reason for reading problems. Universal screening and high quality teaching is done for all students. Students who show that they need additional help receive tier 1 services where frequency and intensity increases. Students are monitored and receive research based instruction in the general education classroom. Some students may still struggle and have to receive more intensive and frequent service. Those students will receive supplemental support from an educational professional. Tier 3 services are provided to students who still struggle and need even more intensive service. Students may also qualify for special education services. The IQ-Achievement discrepancy model is used to determine if a disability is present. Standardized tests are used to eliminate low intellectual ablity as a determining cause for reading problems. With this model, a professional assess whether there is a discrepancy between a student’s scores on an iq test and scores obtained from areas

According to the American Association on Intellectual and Developmental Disabilities (2017), an intellectual disability is classified as a deficit in “intellectual functioning” and “adaptive behaviors.” For a disability to be qualified as an intellectual disability it must have originated before the age of 18. Some diagnoses that fit under intellectual disability include autism, Down Syndrome, Fragile X Syndrome, and Fetal Alcohol Syndrome. “Developmental disability” is the umbrella term, encompassing many other disabilities, including those that fall under the category of intellectual disability. Developmental disabilities typically impact an individual in a physical way, such as cerebral palsy or epilepsy.

According to the website for the American Association on Intellectual and Developmental Disabilities, IDD is defined as: intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers a range of everyday social and practical skills. Furthermore, there are three major criteria for intellectual disability: significant limitations in intellectual functions, significant limitations in adaptive behavior, and onset before the age of 18. IDD is not determined by an IQ test; however, it does help in measuring mental function. A test score below of around 70—or as high as 75—indicates a limitation in intellectual functioning. (http://aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability#.VZvvE8JRHrc).

Michael and I worked together for a few years, and I have to say it was a pleasure. Michael and I worked together providing supervision and guidance to soldiers with emotional and mental disturbances pre and post war. Mental disturbances include but not limited to: Post Traumatic Stress Disorder (PTSD), Major Depression (MD), and Neuropsychological Disturbances.

An intellectual disability is a condition that is characterized by significant limitations in both intellectual functioning which includes reasoning, learning, and problem solving and also adaptive behavior which includes everyday social and practical skills. There are four types of intellectual disability. The four types are mild, moderate, severe, and profound. Mild intellectual disability can learn reading, writing, and math skills at a third to sixth grade level. Moderate intellectual disability may be able to learn basic reading and writing skills. Severe intellectual disability probably will not be able to read or write and require supervision in their daily living environment. Profound intellectual disability requires intensive support and may be able to communicate verbally. The disability is diagnosed by a set of standardized tests such as IQ tests in order to determine what level of disability is present.

According to The American Association on Intellectual and Developmental Disabilities for an individual to have a cognitive impairment, or an intellectual disability, they must “have limitations in intellectual functioning, adaptive behavior, and is present before the age of eighteen.” To be classified as having a cognitive impairment the child must have all the requirements present. Research shows out of the population one to three percent of individuals have a cognitive impairment and ninety percent are recorded to have a mild severity. It is important to remember that every individual is different, even if they may have the same diagnosis.

(The Diagnostic and Statistical Manual (DSM V), (2013) identifies three major parts that are needed in the definition and diagnosis of intellectual disability. First a person must score significantly below average in general intellectual functioning on IQ tests such as a score of 70 or below. Secondly a person must have deficits in adaptive functioning that is the person is unable to function well enough to be totally independent, or responsible enough to take care of their physical

This week the reading was a review of Chapter five. I still believe it is true that it takes a village. It takes the village of the community as well as the educational village that works with students with intellectual disabilities every day.

Based on Carl’s case, he is diagnosed with a mild Intellectual Disability. In the criteria B, it states if an individual is not provided with accurate and constant support, the person can be restricted from daily functions, such as communication, community interaction, and independent living abilities. These aspects can occur at home, school, work, and in public (American Psychiatric Association, 2013). Additionally, in regards to Carl holding a low IQ score, the disorder severity specifies that in the individual’s conception domain, they have difficulty in academic skills that need guidance and support. In Carl’s practical domain, he functions appropriately for his personal care and his lawn mowing occupation (APA, 2013). To support this

Equal opportunities to all people prevent discrimination and social stigma, especially to individuals with disabilities. Creating a policy to safeguard the welfare of this extraordinary group of people is vital in the promotion of their well-being. For citizens with Intellectual and Developmental Disabilities (IDD), socioeconomic and/or environmental variables are significant determinants of health. For the purpose of this essay, the emphasis will be on the intellectual and developmental disabilities act and addressing their need to sustain healthy and active lives by nourishing the basic necessity, the physiologic needs of the person. According to Maslow’s hierarchy of needs, the physiological basic need of a person needs to be met first.

Regarding the misunderstood communication of people with disabilities, many of their rights were taken away. With this in mind, many people suffered and even died from the asylums that were suppose to "help" them function in the real world. “Treatment” for people having intellectual disabilities happened in as early as the years of the beginning of the 20th century, 1901. People having disabilities in the early 20th century was important because humans were mistreated and segregated into different groups, also known as fortunate and unfortunate. Three facts about Treatment for people with intellectual disabilities in the early 20th century are that the society as a whole did not understand why or how children or adults had disabilities , they did not know how to treat the people with the disabilities also some of the institution centers were also know to show segregation and to treat the patients unfair leading to the fact that they also thought they would have an bad effect on other people if they weren't sent to an institution to receive treatment .

Shawn is a 10 years old student reports episode that he still has difficulties on reading grade 3 level passages. His teacher also sees the ways he communicate and interact with his peers are so immature than expected for his age. His understanding is limited in social situation in which leads him to throw temper tantrums. Shawn is sometimes victim of manipulation of his classmates. He knows how to function in personal care but he still has issues on health care decision.

Intellectual disability is a disability described as a significant limitation in both academic performance and in use to behavior, which characterize many daily social and useful skills. This disability starts off earlier than the age of 18. An intellectual disability is usually seen as occurring if the problem has existed during childhood, rather than happening later in life. People with developmental disabilities shows difficult behavior, that is, a capacity or how long of that the physical safety of the person or others that is in serious trouble, or behavior which is possible to badly limit or reject contact to a normal group of people facilities. Common types of difficult behavior contain self-injurious behavior like hitting with the physical body or biting him or herself; aggressive behavior such as hurting others, assault and battery; and the usage of objects as weapons that be thrown to harm others. Use physical items and models to clarify new ideas and offer practice in accessible skill areas. Role model preferred attitudes, and clearly name what behaviors you expect in the classroom. Plan in

In this essay we chose to search about intellectual disability, and we are going to answer few questions about it such as the definition, the factors and strategies to deal with children with this disability.

There are many pros and cons to any process used to determine if a learning disability exists, and there is a need for special education. The IQ-achievement procedure has been used in the past. In this case, the IQ of a student along with their grade level was used to determine if a disability existed. If there was a significant discrepancy between the two, then they were placed in special education. One advantage of this process is that it is quantitive. You have an IQ score and a grade level which clearly provides the determination for the need of services. Also, IQ tests have been shown to be both valid and reliable in their scoring, so this would be a consistent way to determine learning disabilities. Another advantage is for teachers because this process takes less of their time, and there is a reduction in paperwork involved in this procedure.