Christopher J Lemons PhD chrislemonsvanderbiltedu Intellectual Disability ID Students with ID have a an IQ that is two standard deviations below the population mean ie a standard score gt70 on a measure with M100 SD15 and deficits in ID: 330490
Download Presentation The PPT/PDF document "Mild-to-Moderate Intellectual Disability" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Mild-to-Moderate Intellectual Disability
Christopher J. Lemons, Ph.D.chris.lemons@vanderbilt.eduSlide2
Intellectual Disability (ID)
Students with ID have (a) an IQ that is two standard deviations below the population mean [i.e., a standard score >70 on a measure with M=100, SD=15]; and deficits in
adaptive behavior
[e.g., self care, safety]
ID replaces term “mental retardation”Students are sometimes classified as having mild (IQ 50-69) , moderate (IQ 35-49), or severe ID (IQ <35).Slide3
Goals of Special Education for Students with ID
Origins of special education for this population of students were aimed at (a) getting students
access to education services
, and (b)
increasing the time students spent with peers who are typically developing and the same age.Currently, students are sometimes served for a portion of or all of their day in self-contained special education classrooms (i.e., students with only other students with disabilities).
However, the last decade has seen an increased trend for this group of students to receive services in the general education classroom, often to receive ALL services in the general education classroom (e.g.,
full inclusion
).Slide4
Tensions between FAPE and LRE
While promoting inclusive interactions between students with and without ID has many benefits
,Slide5
Inclusion in theory…Slide6
Inclusion (often) in practice…Slide7
Tensions between FAPE and LRE
While promoting inclusive interactions between students with and without ID has many benefits
,
A focus on full inclusion ignores that fact that many students with ID
will not meet academic, behavior, or independence goals without interventions that are more intense than those that can be provided in a general education classroom.Slide8
Tensions between FAPE and LRE
For example, on a current project, a majority of elementary-aged students with Down syndrome (DS) receive
all
of their reading instruction in the general education classroom.A closer examination of this placement reveals that para-professionals (non-certified teacher assistants) provide support to complete work assigned to other students, but that the time the students with DS receive one-on-one or small group direct instruction on reading skills is
minimal
.
Data from our project demonstrate that
students who receive more intensive reading interventions
(one-on-one intervention provided outside of the general education classroom) demonstrate
greater improvements
in reading skills.Slide9
Consider…Slide10
Thoughts
What is the goal of special education?
Increased social interactions? Increased learning of academic and behavioral skills? Increased independence and possibilities for post-secondary employment?
Special education was created because students with disabilities need something
different from general education.
It was meant to be individualized.
Email me for a copy of
Zigmond
&
Kloo
(2011). Why special education is (and should be) different from general education.Slide11
Thoughts
Too strong of a focus on full inclusion and on-grade level academic achievement standards violates many of the foundational principles of special education.
Inclusion doesn’t have to be
either/or
.However, we have to ensure that intervention provided outside the general education classroom is of sufficient quality and intensity to justify the service.Parents, teachers, and IEP teams need to
reconsider post-secondary goals and think more critically
about
how
schools can increase post-secondary outcomes for students with ID.
Email me for a copy of
Zigmond
&
Kloo
(2011). Why special education is (and should be) different from general education.Slide12
For Ed Writers
In your questions, dig deeper into the actual services provided to students, the goals, and related outcomes—not just
where
services are provided.Ask parents and teachers what the intended outcomes are for the student. How are the current services going to deliver?Slide13
For Ed Writers
Don’t get caught in the either/or battle
over full inclusion. There has to be a limit on what can feasibly be done in a general education classroom.
For example, consider why we have specialists in medicine?
Can you imagine if your general practitioner had to handle all
of your urgent medical needs? Would you trust this person to treat you for a hip replacement, a brain tumor, and a heart valve repair?
No—you want an
expert
for these highly detailed procedures. Special education should be seen as the educational equivalent. (And, with additional efforts in the field, should also deliver results.)Slide14
Comments. Questions?
Thank you.chris.lemons@vanderbilt.edu