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1. What are the three key components in the IDEA definition of intellectual disabilities?

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1. What are the three key components in the IDEA definition of intellectual disabilities?

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1.  “significantly subaverage intellectual functioning”  is exhibited.
2.  Adaptive behaviour proves difficult for the individual in day to day life.
3. The disability is seen throughout the individual's developmental period.
(Heward et al., 2018, pp. 109–110)

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2. What are the generalized characteristics of children and youth with intellectual disabilities?

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2. What are the generalized characteristics of children and youth with intellectual disabilities?

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Children with intellectual disabilities have "significant limitations in both  and adaptive functioning" this influences their relationships with others and the community (Heward et al., 2018, pp. 110). This is characterized by slower learning rate, difficulty with memory, attention, motivation, and generalizing skills (Heward et al., 2018, pp. 114-6).

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities?

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Assessments can be used to determine the profoundness of a child's intellectual disability.  Children with mild intellectual disabilities often go undiagnosed until they are school age, from there they can continue to learn with support  and often can be quite independent.  Moderate intellectual disabilities often present more clearly at a younger age and as they grow the discrepancies in their learning and their peers learning grows, often this can be co-morbid with health and behavioural difficulties. Severe and profound intellectual disabilities can often be found from birth as they often have related issues in their nervous system and general health.  (Heward et al., 2018, pp. 114).

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4. What are the three key components in the IDEA definition of intellectual disabilities?

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4. What are the three key components in the IDEA definition of intellectual disabilities?

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1.  “significantly subaverage intellectual functioning”  is exhibited.
2.  Adaptive behaviour proves difficult for the individual in day to day life.
3. The disability is seen throughout the individual's developmental period.
(Heward et al., 2018, pp. 109–110)

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5. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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5. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities?

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The book categorizes the risk factors as biomedical. social, behavioural, and educational. Some of those prenatal risk factors are genetics,  lack of access to care due to poverty,  parental use of illicit substances, and the parent's preparedness whether due to their own intellectual disabilities or their education. Perinatal risk factors are prematurity, a difficult birth, and access to care and services. Post natal risk factors include malnutrition, abuse and violence, and lack of family support and educational services. (Heward et al., 2018, pp. 122)

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6. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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6. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities?

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Creating realistic goals based off of the child's current performance

Using task analysis to systematically teach defined skills.

Making accessible resources for continual practice

Setting reinforcement schedules and error corrections

Building fluency and generalization

Utilizing data to determine progress

(Heward et al., 2018, pp. 129)

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7. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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7. What are the three key components in operationalizing the IDEA definition of learning disabilities?

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1.  A significant difference between their intellectual ability and actual academics.
2. Acknowledgement that there is no other cause for the difficulties
3. Special education required.
(Heward et al., 2018, pp. 144)

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8. What are the characteristics (in general) of children and youth with learning disabilities?

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8. What are the characteristics (in general) of children and youth with learning disabilities?

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Difficulty with attending (listening, attention, and focusing).

Difficulty with processing ( reading, memory, and reasoning)

These difficulties lead to academic, social, behavior, and self-esteem difficulties.
(Heward et al., 2018, pp. 146)

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9. What are the suspected causes of learning disabilities?

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9. What are the suspected causes of learning disabilities?

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Brain damage, heredity, environmental factors are all possible causes of learning disabilities.  (Heward et al., 2018, pp. 154-5)

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10. What are the educational placement alternatives for students with learning disabilities?

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10. What are the educational placement alternatives for students with learning disabilities?

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In the general classroom with or with out the support of a consultant teacher.

Splitting time between the general classroom and the resource room for more individualized support while keeping them in their least restrictive environment as well.

Separate classrooms allow for small group sizes and specialized instruction.
(Heward et al., 2018, pp. 173-4)

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11. What are the key components in defining emotional disturbance or behavior disorders?

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11. What are the key components in defining emotional disturbance or behavior disorders?

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Emotional disturbance is defined by  exhibiting at least one of the following characteristics over an extended period of time to the extent that interferes with the child's education.  The characteristics are  any of the following, the difficulties can not be explained by any other condition, unable to form relationships,  behaviors that do match the setting or task,  a consistent unhappiness, or  a reaction to problems that manifests as a physically or as a fear.  (Heward et al., 2018, pp. 181)

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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12. What are the characteristics (externalized and internalized behaviors) associated with this disability?

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Some external characteristics of behavior disorders are  being argumentative  (including yelling and lying) and non compliant (tantrums and ignoring),  aggressive towards peers and property, and being fidgety and loud.
Internal characteristics include antisocial behaviors, anxiety and fearfulness, and depression. (Heward et al., 2018, pp. 183-4)

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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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13. What are the educational placement alternatives for students with emotional disturbance or behavior disorders?

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If a child is diagnosed with a behavior disorder it is often because they have trouble in the general education classroom, for that reason most students are in more restrictive environments.  These students most commonly have specialized supports in a resource classroom, separate classroom , or special school. (Heward et al., 2018, pp. 212)

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Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2018). Exceptional Children: An Introduction to Special Education (11th Edition) (11th ed.). Pearson.