INTELLECTUAL DISABILITIES:MILD INTELLECTUAL DISABILITY AND DEVELOPMENTAL DISABILITYMINISTRY DEFINITIONSMILD INTELLECTUAL DISABILITYA learning disorder characterized by: an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive servicean inability to profit educationally within a regular class because of slow intellectual developmenta potential for academic learning, independent social adjustment and economic self-supportDEVELOPMENTAL DISABILITYA severe learning disorder characterized by: an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual developmentan ability to profit from a special education program that is designed to accommodate slow intellectual developmenta limited potential for academic learning, independent social adjustment and economic self- supportWhile not included in the Ministry Definition, it is important to note that learners who are identified as having a developmental disability are often also diagnosed as having a medical/developmental disorder such as Downs Syndrome, Fragile X Syndrome, Cerebral Palsy, Spina Bifida, Tourettes Syndrome or Muscular Dystrophy or Fetal Alcohol Syndrome.By:Jennifer McBain Robin Kapoor & Angela Nell 1
IQ ScoreExpectationsBelow 25Student may learn basic self-care and communication skillsFull time ed. Assistant or tech. support (or both) likely.25 - 40Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized.Some life-long assistance likely needed.40-55With support may learn independent life skills, self-care and basic academic skills.Supervised independence possible.55-70Academic achievement to grade 5 or more is possible with intermittent support.Secondary school academic programs may present a challenge.
CHARACTERISTICS OF DEVELOPMENTAL DISABILITY
CHARACTERISTICS OF MILD INTELLECTUAL DISABILITY
Delays in Cognitive DevelopmentDifficulties with Appropriate Social RelationshipsDelays in Adaptive Skill AreasLow Self-EsteemDifficulties Understanding Abstract Concepts
ACCOMMODATIONS, MODIFICATIONS AND STRATEGIES FOR MID AND DD LEARNERS
Language DelaySelf-Help DelayGross motor DelaySocial Skills DelayFine Motor DelayGlobal Delay
MODIFICATIONSACCOMODATIONS Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. Give easier questions on same concept. Use high interest/low vocabulary resources. Give more concrete assignments on a related topic. Use high interest/low vocabulary resources. Self-contained special class. Lowering the grade level of a child's work. Adapt the assessment format Assistive devices and technology resources Divide the test into parts Provide the student with a quiet location, free from distractions Additional time for tests, or assignments Read of clarify questions (possibly rephrase them) Provide prompts Highlight key words or instruction for emphasis Make use of graphic organizers or checklists Keep lessons concrete Provide auditory supports Provide close proximity to the teacher.
REFERENCES AND RESOURCESAmerican Association on Intellectual and Developmental Disabilities (AADI); formerly the American Association on Mental Retardation (AAMR) www.aamr.org
Special Education for Today's Teachers: An Introduction , by M.S. Rosenberg & D.L. Westling & J. McLeskey, 2008 edition p. 203, 207-210http://www.education.com/reference/article/faq-students-mild-intellecutal-disabilities/ http://www.education.com/reference/article/characteristics-intellectual-disabilities/
The Ontario Curriculum Unit Planner Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf
The Ontario Ministry of Education Special Education Handbook http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html
What is Intellectual Disability? by Y. Lachapelle http://www.declaracionmontreal.com/docs/intellectual_disability.pdf
PROGRAMMING OPTIONS FOR MID AND DD LEARNERS3
OSSDOSSCCertificate of AccomplishmentRequirements: 18 Compulsory Credits 12 Optional Credits 40 Hours of Community involvement activities Passing grade onthe OSSLTRequirements:7 Compulsory credits 7 Optional creditsMay be granted to students who leave school before fulfilling the diploma or the certificate