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Severe and Profound Intellectual Disabilities

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Denelle Esmay

on 2 March 2014

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Transcript of Severe and Profound Intellectual Disabilities

Goals in IEP
(Individualized Education Plan)
Students who are diagnosed with disabilities such as Intellectual Disabilities receive an IEP which outlines strengths and needs, then sets goals to meet needs.

They are all based on identified weaknesses.

They are all based on state standards (in Arizona it would be the Arizona College and Career Readiness standards.
Educational Outcomes
The major goal in educating students with intellectual disabilities is preparing for possible career or interest pursuits and promoting as much independence as possible.
Professional Interventions Available
Resources and Interventions for at home
There are programs such as Head Start that offer intervention services related to the needs of students with Intellectual Disabilities such as social skills, physical therapy, and others.

Head Start also provides high quality early childhood education, nutrition, health, mental health, disabilities, and social services with a strong parent involvement focus.
(Arizona, 2013)
In the Classroom
Students with intellectual disabilities require social and adaptive curriculum on top of their academic curriculum.

This includes but is not limited to:
Speech and communication
Self-help skills (toileting <If possible>, getting from one place to another, etc.
Social skills to act appropriately and engage in community
What is Intellectual Disability (ID)?
A term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. (NICHCY, 2011)
Challenges and Questions you may face/ ask
This link is an amazing resource!
Curriculum Planning
Curriculum is based on state standards and integrated goals to meet the student where he or she is at.

Goals are created by looking at the big picture of the state standards and determining what the student should be able to do.
Physical Therapy: development and control of gross motor skills.

Occupational Therapy: development of fine motor skills such as handwriting.

Speech Therapy: Development of communication, especially verbal and of the tongue

Transition Services: preparation for after school ie:home environment or career, etc.

Vocational Training: preparation for jobs and careers. Resume writing, job applications, training in skilled areas, etc.

Counseling: develop coping skills, interpret data, assist families, etc.
Severe and Profound Intellectual Disabilities
Educational Interventions
Severe and Profound
Inspiring Stories to Answer These
Denelle Esmay
SPE 351
February 27th, 2014

Intellectual disabilities are diagnosed by looking at:

the ability to learn, think, solve problems, and make sense of the world

Looking at the IQ scores

Observing adaptive social skills (skills needed for everyday life).
that the child with Intellectual Disabilities can not learn
NICHCY. (2011). Retrieved from http://nichcy.org/disability/specific/intellectual
Identified by having an IQ score of 35-20 or below

May have little or no speech and will rely on gestures, facial expressions, and body language to communicate needs or feelings

Requires more assistance and support throughout daily life

Do2Learn. (2013). Retrieved from http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/IntellectualDisability_Characteristics.html
Is still a beautiful person with a purpose in life!
develop milestones later than than others

find it difficult to remember things,

have trouble understanding rules and understanding the consequences of their actions,

have trouble solving problems, and/or thinking logically.
Students with intellectual disabilities may...
(NICHCY, 2013)
The Arc. (2013). Retrieved from http://www.thearc.org/page.aspx?pid=2544
Arizona Head Start Association. (2013).
About head start
. Retrieved from: http://www.azheadstart.org/aboutheadstart.php
How will my child do in school?
What does my child's future look like?
I can't do this alone!
What are some resources to help me?
People are going to judge me!
What about my other kids?
Is my child going to be bullied?
How can I connect with my child?
Remember that no matter what, your child is yours, and is beautiful!
Instead of giving my "educated answers" watch these stories of hope from people more qualified to share them than I!
These are challenging to address in the regular education classroom, so these will be formed in special education.
Describe characters in a story (e.g., their traits, 
motivations, or feelings) and explain how their 
actions contribute to the sequence of events. (3.RL.3)

Students will list 3 different actions each character in a
story did using a character graphic organizer.
Students with intellectual disabilities vary in capabilities, but the number one focus is quality of life. The more independent they can be, and the less you look at them as disabled, the better quality of life!
Healthychildren.org. (2013). Outlook for children with intellectual disabilities. Class Notes
(Healthy, 2013)
Assistive Technologies: anything that can be used to help in areas of weakness such as speech-to-text, pencils developed specifically for handwriting, electronic organizers, and a plethora of many more!

Accommodations/Modifications: child-specific changes to the lesson plan in order to best meet educational needs.
Ex: more time on a test, use of computer instead of writing, less problems required on homework, lessons recorded and given to the student, etc.
Bottom Line:
Your child is special and requires special love; you are not in this alone!
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