Transcript Unit 5 Intellectual Disabilities

Unit 5
Intellectual Disabilities
Prepared by:
Cicilia Evi
GradDiplSc., M. Psi
Introduction
• Impaired intellectual functioning, limited
adapted behavior, need for supports, and
initial occurrence before age 18
• They make very special effort to learn all the
skills needed in adult life
• People first …
• Normalization  making available ordinary
patterns of life and conditions of everyday
living
Introduction (2)
• Dignity of risk (Bob Perske)  the principle
that taking ordinary risks and chances is part
of the human experience  avoid being
overprotective
Challenges
• Learning is difficult
• Normal task is overwhelming
• Mostly come from bias, prejudice and stigma
from others
• Any kind of name-calling can be personally
hurtful to the individuals
• We need to erase negative terms 
feebleminded, MR, handicapped or idiot
Best Buddies
• Anthony Shriver  1989 at Georgetown
University
• Foster one-on-one friendships structured
around social activities
Definition
• Five assumptions on Intellectual Disabilities  p.
269
• Intellectual disabilities is conceptualized in terms
of adaptive behavior that they have and the
intensity of supports needed to be able to
function independently in the community
• Three major elements:
– Intellectual Functioning
– Adaptive Behavior
– Systems of supports
Intellectual Functioning
• Below average  face challenges in cognitive
performance
• Not typical learners  need extra help to
master skills needed in adult life
• Cutoff score is 70  category p. 270
• Story of AL
Adaptive Behavior
• Performance in everyday life skills expected of
adults
• Conceptual skills  language, self-direction,
reading and writing, money concepts
• Practical skills  eating, dressing, toileting
• Social skills  social conventions, how to
terminate conversation
Systems of Supports
• Networks of friends, family, members and
coworkers, social services and government
agencies that help them manage their daily
life
• Life is a network of support
• Levels of intensity  intermittent, limited,
extensive, pervasive
• Vary for every person
Characteristics: Cognition
• Impaired cognition  make tasks difficult 
interfere communicative competence
• Degree of cog impairments define curriculum
content  academic, life skills or both
• Hard to learning new skills and generalized
mastered skills to new situation
• Reduce ability in incidental learning 
through observation, without instruction
Characteristics: Adaptive Behavior
• We are all facing difficulties in one area of
adaptive skills area
• IEP goals for them stress independence
• But … goals should be thought of in terms of
interdependence, at least twp peers work
together, providing each other with assistance
and support
Characteristics: Need of Supports
• Natural supports  from family, friend,
neighbors, coworkers, peers at school
• Nonpaid supports  community supports
• Generic supports  available for everyone 
public transport and facilities by state
• Specialized supports  disability-specific
• Support  fluid concept  provide them as
much as needed, when it is necessary …
Causes
• 1/3 are unknown
• Based on onset:
– Prenatal  genetic, heredity, toxins
– Perinatal  birth injuries, O2 deprivation, head
trauma, umbilical cord accidents
– Postnatal  due to the environment  poisoning,
child abuse and neglects, accidents
• Based on specific reasons  genetic/heredity,
toxins, child abuse/neglect
Genetic Cause
• Fragile X Syndrome  mutation of X
chromosomes
• Down Syndrome  the 21st chromosomes
contains three chromosomes, not a pair
• Phenylketonuria (PKU)  from buildup of
toxins from food containing amino acids (milk)
– Need controlled diet
Toxins
• Prenatal and postnatal causes of intellectual
disabilities
• Lead poisoning  from toys or paint of old
houses
• Fetal Alcohol Spectrum  due to alcohol
consumption during pregnancy  cause
intellectual disabilities, behavioral problems
and physical differences
Prevention
• Vaccines, immunization
• Education, medical technology, access to
health care
• Terminate the pregnancy, adopting
• Strategy p. 279
Assessments
• IQ tests  common, but with many
controversy
• Early identification  family, doctor,
preschool teachers
• Assess adaptive abilities  to evaluate the
actual skills mastered with typical skills
expected
• Alternate assessment  portfolio
Early Intervention
• Can reduce the severity – even prevent them
• Benefits of high-quality inclusive preschool 
p. 283
• Read story of Geri A. Nicholas  p. 273
• Key features of preschool settings  p. 283
Teaching
• Modification of instruction p. 286
– Assignments or tests are reduced or altered
– Alternative assignments  photo essay instead of
writing report
• Self-determination  ability to make decision,
choosing preferences, and exercising selfadvocacy needed for independent living
– More likely to graduate from HS, hold job and
experience success in adult life  p. 287
How to Help?
• Technology  using internet can help
• Functional curriculum  p. 288
• Employment
– Vocational rehabilitation
– Supported rehabilitation
– Job coach  p. 290
• Friendships  married???
• Independent Living