# data[].attributes.headline
The Individuals with Disabilities Education Act (IDEA) defines intellectual disability as "significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.  

# data[].attributes.subject
The Individuals with Disabilities Education Act (IDEA) defines intellectual disability as "significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.  

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.headline
Cognitive functions and learning characteristics of individuals with intellectual disabilities include slow learning rate, poor memory, attention problems, difficulty maintaining and generalizing  what they have learned, and poor motivation.

# data[].attributes.subject
Cognitive functions and learning characteristics of individuals with intellectual disabilities include slow learning rate, poor memory, attention problems, difficulty maintaining and generalizing  what they have learned, and poor motivation.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.body
1. Chromosomal disorder
2. Single-gene disorder
3. Syndromes

# data[].attributes.body
1. Prematurity
2. Birth injury
3. Neonatal disorders

# data[].attributes.body
1. Traumatic brain injury
2. Malnutrition
3. Meningoencephalitis

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 122)

# data[].attributes.headline
Students with intellectual disabilities learn best when their teachers use instructional methods derived from empirical research ,such as the following practices:

# data[].attributes.subject
Students with intellectual disabilities learn best when their teachers use instructional methods derived from empirical research ,such as the following practices:

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
 First, "significantly subaverage intellectual functioning " must be demonstrated. The word significantly refers to a score of 2 or more standard deviations below the mean on a standardized intelligent test (a score of approximately 70 or less)

# data[].attributes.subject
 First, "significantly subaverage intellectual functioning " must be demonstrated. The word significantly refers to a score of 2 or more standard deviations below the mean on a standardized intelligent test (a score of approximately 70 or less)

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.headline
Second, an individual must also have significant difficulty with tasks of everyday living (adaptive behavior ).

# data[].attributes.subject
Second, an individual must also have significant difficulty with tasks of everyday living (adaptive behavior ).

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.headline
Third, the deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish intellectual disability from other disabilities (e.g., impaired intellectual performance caused by traumatic brain injury).

# data[].attributes.subject
Third, the deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish intellectual disability from other disabilities (e.g., impaired intellectual performance caused by traumatic brain injury).

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)

# data[].attributes.headline
Mild intellectual disabilities are not identified until they enter school, some not until the second or third grade, when more difficult academic work is required. Most students with mild intellectual disabilities learn basic academic skills and vocational and daily living skills well enough to support themselves independently or semi-independent in the community.

# data[].attributes.subject
Mild intellectual disabilities are not identified until they enter school, some not until the second or third grade, when more difficult academic work is required. Most students with mild intellectual disabilities learn basic academic skills and vocational and daily living skills well enough to support themselves independently or semi-independent in the community.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
Several and profound intellectual disabilities are almost always identified at birth or shortly afterward. Most of these infants have significant central nervous system damage, and many have additional disabilities or health conditions (Heikua et al., 2005)

# data[].attributes.subject
Several and profound intellectual disabilities are almost always identified at birth or shortly afterward. Most of these infants have significant central nervous system damage, and many have additional disabilities or health conditions (Heikua et al., 2005)

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
Moderate intellectual disabilities show significant delays in delays development during their preschool years. As they grow older, discrepancies in overall intellectual development and adaptive functioning generally grow wider between  these children and their age-matched peers without disabilities. They are more likely to have health and behavior problems than individuals with mild intellectual disabilities. 

# data[].attributes.subject
Moderate intellectual disabilities show significant delays in delays development during their preschool years. As they grow older, discrepancies in overall intellectual development and adaptive functioning generally grow wider between  these children and their age-matched peers without disabilities. They are more likely to have health and behavior problems than individuals with mild intellectual disabilities. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 114)

# data[].attributes.headline
Asses each students' present levels of performance to identify and prioritize the most important instructional targets.

# data[].attributes.subject
Asses each students' present levels of performance to identify and prioritize the most important instructional targets.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Define and task-analyze the new knowledge or skills to be learned.

# data[].attributes.subject
Define and task-analyze the new knowledge or skills to be learned.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Design instructional material and activities so the students frequent opportunities ton respond in the form of guided and independent practice. 

# data[].attributes.subject
Design instructional material and activities so the students frequent opportunities ton respond in the form of guided and independent practice. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Provide and then fade prompts and cues so the student  can respond to naturally occurring stimuli.

# data[].attributes.subject
Provide and then fade prompts and cues so the student  can respond to naturally occurring stimuli.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feed back, and  error correction.

# data[].attributes.subject
Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feed back, and  error correction.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Conduct direct and frequent measurement of student performance and use those data to inform instructional decisions.

# data[].attributes.subject
Conduct direct and frequent measurement of student performance and use those data to inform instructional decisions.

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)

# data[].attributes.headline
Use strategies to promote the generalization and maintenance of newly learned skills. 

# data[].attributes.subject
Use strategies to promote the generalization and maintenance of newly learned skills. 

# data[].attributes.body
(Heward, Alber-Morgan, & Konrad, 2018, p. 129)