...Intro Intellectual disability is the most common developmental disorder, as well as the most handicapping disorder encompassed by those beginning in childhood (Harris, 2006). The term “disability” refers to the limitations of an individual experience, inhibiting his or her ability to function in society (2006). A recent survey of over 1,000 US youths ranging in age from 8 to 18 years reported that 92 percent of respondents had heard the word retard (“r-word”) used in a negative way. However, only about one-third of these respondents were fully aware of its meaning (Siperstein, Pociask, & Collins, 2010). “Intellectual Disability” is the current name for this disorder within the DSM-5, in past, referred to as mental retardation in the DSM-4....
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...[pic] Intellectual Disability Studies Units Unit 1 Context of Intellectual Disability Unit 2 Models of Service Provision Unit 3 Holistic Care Unit 4 Caring for Those with Specific Needs Specific Learning Outcomes Unit 1 Context of Intellectual Disability • Summarise the evolution of services for people with intellectual disability, nationally and internationally, including: Development of specialist services. Involvement of the religious orders and voluntary organisations Involvement of parents and friends. Principles of normalisation, de-institutionalisation and social role valorisation ,person-centred care. Advocacy. National and international public and social policies. • Discuss past and current attitudes towards people with intellectual disability • Promote positive attitudes towards people with intellectual disability • Analyse the concept of intellectual disability in terms of its definition, classification and manifestations. Unit 2 Models of Service Provision • Outline models of living that exist for people with an intellectual disability and their families throughout their lifespan, to include: Home Centre-based residential Community-based homes Independent and semi-independent living L’arche/Camphill Communities Respite/ Breakaway • Identify a range of specific services that are available to people with intellectual disability in the following: Education Training The Workplace ...
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...act as voices for those with intellectual disabilities. At that time there was very limited information known about intellectual disabilities, or mental retardation as they used to say, and the causes of it. Because of this, there were practically no programs or activities for these kids in order to help with the development, care, and support for families. At that time, it was extremely common for a physician to tell a parent their child would be better suited at an institution. This is when The Arc’s founders decided to fight because they wanted more for their children and wanted them to lead a fulfilling life. The Arc works passionately to ensure that every individual with a mental disability and their parents have access to information, advocacy, and skills they need in order to participate as an active citizen and member of their community. This organization is committed to altering the perceptions of children with intellectual and developmental disabilities. In addition they also secure services for these individuals who have been denied an education, day care and preschool, and the right to work (The Arc, n.d.). This organization has adapted accordingly due to the sensitive terminology that has had an impact on these individuals. The term ‘mental retardation’ was used vastly as the appropriate terminology in the medical field. Although it may still be used today, the terms ‘intellectual disability’ and ‘developmental disability’ are starting to be adopted more...
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...Understand Intellectual Disabilities Jennifer L Givens Grand Canyon University: SPE 526 April 9, 2014 Abstract The ability of educators to meet the requirements of the Individuals with Disabilities Education Act (IDEA) 2004, as well as, have the ability to teach individuals with disabilities requires that all educators take a deeper look into and understand the main diagnoses of these disabilities. The disabilities focused on will include intellectual disability, traumatic brain injury (TBI), autism, severe disabilities, and deaf-blindness. By expanding on these noted definitions, characteristics and causes of these five disabilities it will allow educators and parents to have a deeper understanding of the needs of their disabled learner. This allows the public education system to provide equal educational opportunities for all students which is required by law under IDEA. How to Understand Intellectual Disabilities The Individuals with Disabilities Education Act of 2004 (IDEA), created definitions to help in the understanding of many different disabilities. These definitions then help create diagnoses that allow students to receive a free and appropriate education (FAPE). This type education falls under the category of public schools providing special education services for their students (U.S. Department of Education, 2004). All children deserve a fair shot at life and have the right to learn to the best of their ability. While each discussed disability has its own...
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...Ac is a 21-year-old, white male, who was referred to Goodwill’s Supported Employment Services by Arkansas Rehabilitation Services. Ac reported that he had heard about Goodwill’s disability program from a counselor at his high school before he graduated. Now that Ac has graduated he desires to find employment but expresses that he needs help doing so. Ac’s presenting problem is that he has a primary impairment of Intellectual Disability as well as a history of seizures. He has always been in special education classes growing up but only has experienced having seizures 3 months ago. Ac is currently taking medication for his seizures and has not had any occur since begging the medication 3 months ago. Due to Ac’s intellectual disability he has difficulty with working at a fast pace, following multiple directions/instructions; and demonstrates limited academic skills. He also has no job experience or form of dependent transportation. These are all things that he would need assistance with so that he can be successful at gaining competitive employment. Description of the Client and his/her Environment: • Client (micro) System: Ac was dressed casually and was visually well groomed at the time of our interview. He appeared to be calm and collective throughout the entire interview and willing to answer any questions. He was very friendly and...
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...Understanding Persons with Intellectual Disabilities Carrie Massey Grand Canyon University SPE 526 December 03, 2012 Abstract There are several different types of intellectual disabilities, such as mental retardation, autism, traumatic brain injury, severe and multiple disabilities, and deaf-blindness. Understanding the causes and characteristics of these disabilities is important in determining what is needed in the learning environment to ensure that students with intellectual and other disabilities have access to the quality education they deserve. Understanding Persons with Intellectual Disabilities There are several different types of intellectual disabilities that can affect a child’s educational abilities. It is important that teachers and parents understand the causes and characteristics of the different types of intellectual disabilities in order to ensure that all students are provided with a quality education. Intellectual disabilities can be caused by a number of factors or incidents, and can vary from person to person in severity, symptoms and effect on their ability to learn and function. Understanding the causes and effects of such disabilities will assist educators in developing proper teaching methods, accommodations and special materials needed to optimize the learning environment. Intellectual Disability Intellectual disability, previously referred to as mental retardation, is defined by deficient intelligence and adaptive behavior that...
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...Introduction to Intellectual Disability Analicia Delgado Grand Canyon University: SPE 351 December 22, 2012 Introduction to Intellectual Disability For the purposes of this assignment, I interviewed Mr. Eduardo Villalobos, a special education teacher and Mr. Agustin Luna, a regular education instructor. Both of these teachers are co-workers of mine at Cigarroa High School in Laredo, TX. Mr. Villalobos is completing his fifth year teaching and worked as a paraprofessional for eight years prior to becoming a certified teacher. Mr. Luna is a veteran teacher with over thirty-five years of experience at the middle and high school levels. I first sat down with Mr. Eduardo Villalobos to discuss the issues related to this assignment. Mr. Villalobos is a Functional Living Skills (FLS) teacher for grades 9-12th. We began with a discussion about the various terms associated with students with Intellectual Disabilities (ID). He explained that in the past mental retardation was the accepted term for students with mild to severe intellectual deficiencies and lack of adaptive behaviors. He continued to explain that now the term mental retardation is considered a taboo word and no longer acceptable among reputable professionals in related fields. Regarding laws protecting students with ID, Mr. Villalobos advised me that legislation over the years has evolved to provide students with a much more inclusive environment that seeks to provide this population with as many opportunities...
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...Running head: Creating Creating an Instructional Cohesive Classroom for Students with Intellectual Disabilities Monica Williams Grand Canyon University: EDU 351 August 5, 2012 Creating an Instructional Cohesive Classroom for Students with Intellectual Disabilities Students with intellectual disabilities are increasingly represented in the nation’s public school system. Since No Child Left Behind, educators are now being accountable for providing the best education possible. Federal laws from the Education for All Handicapped Children Act (EAHCA) to Individual with Disability Education Act (IDEA) both specify that any and all students with disabilities are permitted to a free appropriate public education in spite of their skill level or the difficulty of the disability. If the nation’s educational system wants to get better, educators must believe that all children can learn regardless of their disability, ethnic race, or economic status. By federal guidelines, students with special needs are to be placed in the least restrictive environment. Since this is based on the individual, students may be place in a general education classroom or in a special education classroom that is more restrictive. This essay will discuss diagnosis/prescription/evaluation (DPE) and analyses of instruction for a teacher with a student with an intellectual disability. Teaching and instruction is the basic job function of the classroom teacher. The classroom...
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...In the 1800's up to the middle of the 1900's, if a person was different from the norm or had an intellectual disability, they would be put into a residential home. This then separated them from the real world. The residential housing was overcrowded and really didn't care for the people residing inside them. One historical residential house that was documented was Willowbrook and that was an eye opener to people. This historical event could be compared to separating the African Americans and the whites during the Civil Rights Movement. Instead, they separated the people with intellectual disabilities from people functioning on a normal level. They thought that by putting "these" people in a separate place, it would prevent them from having offspring's, which would decline the number of people with an intellectual disability, also known as eugenics....
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...Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Natasha Hoaglen California State University, Chico Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders are complex disabilities and disorders that are hard for families to deal with not to mention the person enduring them. Such disabilities or disorders may seem very challenging or impossible to overcome and become successful, however throughout this paper it will be evident that it’s not the case. It is possible to succeed, when educators and families work together to provides services to students so they can become the best them. The purpose of this paper is to describe and explain Intellectual and Developmental Disabilities and Emotional or Behavioral Disorders and how to help such learners. Intellectual and Developmental Disabilities Description & Characteristics Intellectual and developmental disabilities [ID and DD] are defined as those having “significant limitations, both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before age 18” (Hallahan, Kauffman, & Pullen, 2009, p. 178). There are different levels of ID and DD depending on a person’s intellectual quote [IQ]. Mild is an IQ between 50-70, moderate is an IQ between 35-50, severe is an IQ between 20-35, and profound...
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...интеллектуальных барьеров, с которыми сталкиваются студенты, направлена на достижение успеха, поощрение активности, что способствует формированию у студентов таких качеств как самостоятельность, активность, самоорганизованность. Ключевые слова: интеллектуальные мотивы учения, педагогическая поддержка, интеллектуальные барьеры, самостоятельность, активность. PEDAGOGICAL SUPPORT IN GETTING OVER THE INTELLECTUAL BARRIERS AS A MEANS OF FORMATION OF INTELLECTUAL STUDY MOTIVES OF STUDENTS Nina Ozhgibesova, senior teacher, Department of foreign languages №2, Surgut State Universit Surgut Annotation The article is devoted to the usage of pedagogical support as a means of pedagogical conditions of formation of intellectual study motives. The pedagogical support includes teacher’s help in intellectual barriers of students, in reaching success, in stimulating cognitive activity. It furthers the formation of students’ self-dependence, activity and self-organization. Key words: intellectual study motives, pedagogical support, intellectual barriers, pedagogical process, intellectual activity, self-dependence, activity. ВВЕДЕНИЕ Современное общество вступило в такой период своего развития, когда произошло не осознаваемое многими переосмысление приоритетов в общей направленности мотиваций личности. Направленность «совершенствуй себя, чтобы быть полезным...
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...figures. The school systems are not taking advantage of what interests students could be grasping through subjects that they already know and love. Graff believes that street smarts are every bit as important as school smarts. He believes that true intellectuals can bring interesting points to any topic. Graff grew up in a neighborhood in Chicago. He was not raised as what our society considers as an “intellectual,” but rather, a regular city kid. As a child, Graff loved sports, and more sports. He was not interested in any type of literature or publications, or even reading for that matter. As his interests in sports grew, he decided to take up reading Sports Illustrated. After he decided that reading sports was in his interests, he moved on to other sports books and novels. Graff was completely wrong about his perception of reading. Graff’s childhood trained him to be an intellectual. Growing up in Chicago wasn’t easy for him; he had to become street smart in order to thrive in his location. In his case, sports and being cool were his idea of street smarts. He decided that he had to improve his school smarts. However, through sports stories, personal experiences, magazines and books, and movies, he learned to be an intellectual in his own unique way. In “Hidden Intellectualism,” Graff uses his childhood to back up his point: You don’t need to read and study the cliché pieces of literature and publications in order to gain wisdom and brain power. Graff absolutely hated the...
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...right to education is protected under international law and specific requirements have been proposed to ensure reasonable accommodation of people with disabilities in accessing services such as training and education. However, people with intellectual disabilities still experience mammoth barriers in getting mainstream training and education. The right to education is protected by an international human rights framework and is included in UN Covenants and a number of UN Conventions. There were several structural barriers identified and perhaps the most significant was the lack of availability in mainstream providers of appropriate levels of training programs to suit the mental capacity of intellectually disabled individuals. Although post leaving certificate courses (PLCs) have been around to become an alternative to higher education, they are still not enough support for these programs to flourish. People with intellectual disabilities cannot be considered as a homogeneous group. They certainly do not have the same...
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...Name: Santos, Cezar John S. Yr/Course: BSED – MAPE – 3 History of Special Education: Although there are isolated examples of caring for and treating disabled individuals in ancient Greece and Rome, early societies typically shunned people who differed from the norm. During the middle Ages the church became the first institution to provide care for physically or mentally impaired people, but the development of techniques associated with special education did not emerge until the Renaissance, with its emphasis on human dignity. In the mid-1500s Pedro Ponce de León succeeded in teaching deaf pupils in Spain to speak, read, and write; it is assumed that his methods were followed by Juan Pablo Bonet, who in 1620 published the first book on the subject. This gave rise to a wider European interest in the education of deaf individuals. In 17th-century England John Bulwer published an account of his experiences teaching deaf persons to speak and lip-read, and in France similar work was carried on by Charles-Michel, abbé de l’Epée (1712–89), who changed the nature of communication for deaf and hard-of-hearing individuals by developing the natural sign language they used into a systematic and conventional language for more universal use. His work was developed by Roch-Ambroise Cucurron, Abbé Sicard, and gave rise to the manual system, or silent method, of teaching people with hearing impairments. In Germany Samuel Heinicke experimented with training deaf children to speak, and in...
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...in making an object with a view not to the human good of the agent, but to the exigencies and the proper good of the object to be made, and by employing ways of realization predetermined by the nature of the object in question. Art thus appears as something foreign in itself to the sphere of the human good, almost as something inhuman, and whose exigencies nevertheless are absolute: for, needless to say, there are not two ways of making an object well, of realizing well the work one has conceived -- there is but one way, and it must not be missed. The philosophers go on to say that this making activity is principally and above all an intellectual activity. Art is a virtue of the intellect, of the practical intellect, and may be termed the virtue proper to working reason. But then, you will say, if art is nothing other than an intellectual virtue of making, whence comes its dignity and its ascendancy among us? Why does this branch of our activity draw to it so much human sap? Why has one always and in all peoples admired the poet as much as the sage? It may be answered first that to create, to produce something intellectually, to make an object rationally constructed, is something very great in the world: for man this alone is already a way of imitating God. And I am speaking here of art in general, such as the ancients understood it -- in short, of art as the virtue of the artisan. But where the maker of works especially becomes an imitator of God, where the virtue...
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