The Characteristics Of Intellectual Disabilities

Characteristics of Intellectual Disability and Strategies to Teach Individuals with ID When working with students with intellectual disabilities (ID), there are a few things that every educator should keep in mind. To help better understand the characteristics of ID and the strategies use to work with and teach students with ID, an IEP meeting for a little girl with ID was attended, and an interview was conducted with a local teacher who has worked in the field for over twenty years. Cathy Eichelberger

A Study of Neurodevelopmental Disorders Neurodevelopmental disorders include the following main categories: intellectual disabilities, communication disorders, autism spectrum disorders, attention-deficit/hyperactivity disorder, specific learning disorder, motor disorders, and other neurodevelopmental disorders. Neurodevelopmental disorders typically present in the early developmental period, but may continue into adulthood or may not be diagnosed at onset (American Psychiatric Association [APA]

Grand Canyon University SPED Team 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

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

Understanding Individuals with Disabilities Since the 1770s, researchers have struggled to understand what makes individuals with disabilities act and think the way they do as well as the underlying cause of various disabilities. While much about the many different disabilities remains a mystery, a great deal has been uncovered over the last two and a half centuries. Because of advances in both medical technologies as well as the human understanding of the mind and body, there is a great deal more

Introduction to Intellectual Disability (ID) Introduction to Intellectual Disability (ID) Kimberly Fox Grand Canyon University: SPE-351 May 23, 2013 Introduction to Intellectual Disability (ID) 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

Understanding Individuals with Disabilities Since the 1770s, researchers have struggled to understand what makes individuals with disabilities act and think the way they do as well as the underlying causes of various disabilities. While much about the many disabilities remains a mystery, we’ve uncovered a great deal over the last two and a half centuries. Because of advances in both medical technologies as well as the human understanding of the mind and body, disabled children have many more treatments

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

providing for special needs children is essential to special education. Once a child has been diagnosis with a disability or multiple disabilities, a plan of care is initiated according to the severity of their condition and their needs. This plan is individualized; one child’s diagnosis is not a reflection of the wide range conditions that affect many children. Intellectual disabilities can be mild to profound, can be caused by different factors and can have a different impact on a student’s education

1. How will reading "Effective Teacher" influence your work with children with disabilities? In Chapter 12, we learn about Carey Creech. Her methods taught me the importance of meaningful inclusion, peer tutoring groups, evidence-based teaching methods, and data collection. Firstly, Mrs. Creech discusses meaningful inclusion. Students with disabilities will learn and a slower pace, and therefore they need follow a curriculum that meets their needs. When students are part of general education classes