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Mild Intellectual Disability

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Alicia S

on 11 July 2013

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Transcript of Mild Intellectual Disability

Mild Intellectual Disability
What is MID?
A learning disorder that is characterized by:

an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive services;

an inability to profit educationally within a regular class because of slow intellectual development;

a potential for academic learning, independent social adjustment, and economic self-support.

Ministry of Education
GENERAL CHARACTERISTICS:

Delays in:
intellectual, social, and adaptive skills development

Significantly lower scores on measure of intelligence tests with low achievement in content and skill areas

Delays in cognitive development:
memory, attention, and generalization
At grade level

Below grade level

Alternative Program (Life Skills)
CURRICULUM EXPECTATIONS

Grade 5: Data Management & Probability

OVERALL EXPECTATIONS
collect and organize discrete or continuous primary data and secondary data and display the data using charts and graphs, including broken-line graphs;
read, describe, and interpret primary data and secondary data presented in charts and graphs, including broken-line graphs;
What does a Student with MID Look Like?
Skills
Development

Social Skills
Academic Skills
Adaptive Skills
Cognitive
Delays
Attention
Generalization
Memory
A Brief History
1920's
Intellectual and Developmental disabilities were classified into four categories (feeble minded, moron, idiot, imbecile)

1950's
shift to general term: Mental Retardation

1993 (Ontario Schools)
The term "Educable Retarded" was changed to Mild Intellectual Disability (MID)

Accommodations
&
Teaching Strategies
Modifications
Important Issues
Organizational Skills
Listening Skills
Social Skills
Task Initiation
Transition Skills
Instructional Strategies
extra time
pair oral instruction with visuals
develop a cue for listening
reward efforts for increased listening

home communication log (i.e agenda)
colour coding system for notebooks
material checklist

chunking work into sections
use a key word or sign that work is to be started
frequently check-in with student to get him/her started
use role play to demonstrate how to begin work

explicit teaching to whole class of social skills (eye contact, active listening, etc)
media/literature examples to highlight pro social skills
develop "How To" charts on various social skills
use of visual schedule and timer
advance notice of changes
teach calming strategies
use of social stories
Environmental Strategies
proximity to teacher
alternative workspace
reduced noise
visual timer and schedule
first/then charts
post social skills (visual/charts with strategies)

provide choice
reference sheet/vocabulary list
graphic organizers
reduced amount of questions
assess student in area of strength
use of technology
anecdotal notes, conferences, self-assessment
Assessment Strategies
Sample Math Lesson
Modification
or
Accommodation?
Inclusion
Use of Technology
Time to Learn
Resources
Learned Helplessness

Grade 2: Data Management & Probability

OVERALL EXPECTATIONS
collect and organize categorical or discrete primary data and display the data, using tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers, with labels ordered appropriately along horizontal axes, as needed;
read and describe primary data presented in tally charts, concrete graphs, pictographs, line plots, simple bar graphs, and other graphic organizers;
Sample Math Lesson -
Modified Expectation
Additional
Teaching Strategies
1. Have a positive attitude
2. Team work (EA & TA)
3. Drill & Repetition
4. Task Analysis

Task Analysis
The method of breaking down a general concept or skill into its component
parts. These parts are then presented in a logical sequence.

STEP 1:
State the objective (Expectation).

STEP 2:
List all steps necessary to complete "Step 1".

STEP 3:
Order the steps in a logical sequence.

STEP 4:
Find where in the sequence the student functions (base-line).

Task Analysis Example
OBJECTIVE: Student can count a handful of money correctly (loonies and $5 bills)

1. Verbally identifies loonies and $5 bill
2. States five loonies = $5
3. Counts rows of loonies in a straight line
4. Counts loonies scattered on desk
5. Counts, one $5 bill and several loonies in a straight line when the $5 bill is first.
6.Counts, when arranged in a straight line, one $5 bill and several loonies when the $5 bill is not first.
7. Counts one $5 bill and several loonies in a scattered fashion
8. Counts by 5's
9. Counts row of $5 bills (straight line)
10. Counts $5 bills (Scattered)
11. Counts rows of several $5 bills and loonies when all $5 bills are placed first.
12. Counts rows of several $5 bills and loonies when all $5 bills are not first.
13. Counts a handful of $5 bills and loonies in any order.


What Does This Mean?

sub-average intellectual functioning (IQ ranging between 55-70);
problems in adaptive behaviour;
both of the above occurring in the development period before the age of 18 years old.
Full transcript