Intro to Intellecutal Disability

According to the Individuals with Disabilities Education Act (IDEA) an Individualized Education Program (IEP), address the following 7 steps about the student. The first step begins with a statement of the student’s present level of academic achievement and functional performance (PLAAFP). This is a summary of the student's present levels of academic achievement and functional performance, including (a) how the disability affects the student's involvement and progress in the general education curriculum; and (b) for students who

The Individuals with Disabilities Education Act (IDEA) has established procedures for the placement of students with disabilities within a school setting. Members of the child study

The Individuals with Disabilities Education Act (IDEA) greatly emphasizes the participation of the child’s family during the Individualized Education Program (IEP) process. Parents and/or caregivers are considered one of the most essential members of their child’s IEP team. Their involvement benefits their child’s overall academic success. Unfortunately, full parental involvement does not always occur and there can be many different reasons for their nonparticipation. The IEP process can be a very overwhelming experience for families with children with special needs, especially for those who are culturally diverse. It is the job of the professionals and special education teachers to understand the importance of collaborating with family’s

While all children can be referred for evaluation for special education, not all are found to be eligible. The student will be tested in all areas related to the child’s assumed disability by the multidisciplinary educational team. In order to be eligible for special education services, the child’s assume disability has to impact the child’s ability to learn. Parents represent the child’s interests. They need to stay informed and involved in their child’s education. IDEA of 2004 strengthened the role, as well as the responsibility, of parents and ensures that they and their families have opportunities to participate in their child’s education. IDEA also protects the rights of parents by ensuring that they can be members of the IEP teams. Parents can be involved in the evaluations and placements of their children and have a say in what happens.

Special education students are delayed in there learning process. To resolve the gap in learning abilities Individual with Disabilities Education Act (IDEA) obliges by law that all public schools to create an Individualized Education Program (IEP) for every child that receives special educational services. IDEA inspires to create an effective relationship amongst the parents and school that boost an educational team with the goals of providing the student with proper services (Mueller, 2009). In Each IEP meeting it involves the IEP team, IEP sections that addresses the student with disabilities educational progress.

The Individuals with Disabilities Education Act (IDEA) is an important law that was passed, which advocates for the needs of disabled children. Federal funding is given to the schools to meet the needs of students with disabilities. Each state works with the federal government to provide this service. It is the states responsibility to follow the laws and find appropriate placement for these children. (US Department of Education, 2007) These students go through a process called appropriate placement by going through a series of referrals, evaluations, and classifications to see which category they fall under. These students may suffer with learning disabilities, attention deficit hyperactivity disorder, emotional disorders, cognitive challenges, autism, hearing impairment, visual impairment, speech or language impairment, and developmental delay. Once they find the category then the Child Study Team (CST) made up of a school psychologist, social worker, and a learning disabilities teacher consultant will decide if the student needs an Individualized Education Program (IEP). Then the consultant will decide if the student needs an Individualized Education Program (IEP). This program is offered to students struggling in school allowing them to be taught a different way in the school system. If the student needs an IEP the multidisciplinary committee will meet. The

First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

“The IEP, Individualized Education Program, is a document that is developed for each public school child who is eligible for special education” The IEP describes how the student learns, how the student best demonstrates that learning and what teachers and service providers will do to help the student learn more effectively. When developing an IEP the team will consider how their students specific disability affects their learning and come up with goals and objectives that will accommodate those needs and place the student in the least restrictive environment to achieve the goals and

Diagnostic/Prescriptive/Evaluative (DPE) process is a type of instruction according to Thomas (1996) that helps students with Intellectual Disabilities (ID) accomplish the best chance of success and independence, when accompanied with life goal planning, and goal instructional analysis (GIA), which is a fundamental part of the DPE teaching. The DPE process takes lesson planning, breaks down instruction into manageable segments specialized for the individual student, which provide the necessary educational flexibility to ensure successful outcomes. The first step of this process is to diagnose the student’s skill level along with his/her strengths and weaknesses, and then devise or prescribe a lesson path, where student progress can be

The basic outlying lesson key points of this week's text reading, research and group discussions were assess the value of theories of physical, language, cognitive, and psychosocial growth of preschool and elementary school children with intellectual disabilities (ID) for the design of appropriate customized educational programs. Our readings, research and discussions delved into investigating, performing, and gauging educational interventions for students with intense and profound ID.

My past experience with individuals with IDD was unnoticed until now. Reflecting back on my education, I had several students that I started elementary school with, followed by graduating high school with me and I never took the time to intentionally get to know them. Throughout my education, I had the perspective that they were different than I was and needed more support than I did, but I never thought of them as less of an individual. I thought that they probably need more assistance in completing task and probably did not learn as fast, but I knew that they were learning valuable life skills. As I have participated in this course ,I realized that I never paid enough attention. I always thought that individuals with IDD had all they needed

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).

Society likes to establish names and categories for everything, whether it is race, gender, social status or in this case intelligence, there are multiple ways to classify and identify people. Distinguishing terms are often used to help make identification easier. “Idiot, mentally deficient, and retard” are common terms that were previously used in association with mental retardation (Parmenter, 2011). However, society has replaced the term mental retardation with intellectual disability to distinguish people who express a restriction in their intelligence. In order to gain a better perspective of intellectual disabilities specifically focusing on children it is necessary to understand the terminology, affects the disability has on both the

Intellectual disability is diagnosed using IQ tests and standardized tests of adaptive behaviors. Other factors must be considered in these tests to limit bias. The context of community environments, such as an individual’s age, peers, and cultures, must be taken into account when analyzing limitations in functions. The assessments must also be aware of and taken into account cultural and linguistic diversity. Finally the goal of the determining limitations to develop a profile of needed supports so that through a personalized program, over time, the individual will improve (“Intellectual Disability” The Arc).