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Diagnosing Intellectual Disability

Intellectual disability is identified by significant limitations in both intellectual functioning and adaptive behavior.

Intellectual disability is identified by significant limitations in both intellectual functioning and adaptive behavior.

What is intellectual functioning? Intellectual functioning incorporates the characteristics of intelligence, the abilities assessed by standardized intelligence tests, and the consensus view that intellectual functioning is influenced by other human functioning dimensions and by systems of supports

How Do you measure intellectual functioning?

Intellectual functioning is measured with individually administered and psychometrically valid, comprehensive, culturally appropriate, psychometrically sound tests of intelligence. While a specific full-scale IQ test score is no longer required for diagnosis, standardized testing is used as part of diagnosing the condition. A full-scale IQ score of around 70 to 75 indicates a significant limitation in intellectual functioning.

What is adaptive behavior? Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned and are performed by people in their everyday lives, which include the following:

Three areas of adaptive functioning are considered: ³

1. Conceptual – language, reading, writing, math, reasoning, knowledge, memory.

2. Social – empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep friendships.

3. Practical – independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing school and work tasks.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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Treatment of medical complications.

General preventive medical care.

Treatment of co-morbid medical and mental health conditions.

Treatment of challenging behaviors.

Rehabilitation services.

Early intervention (infants and toddlers).

Special education.

Family support (for example, respite care support groups for families).

Transition services from childhood to adulthood.

Vocational programs.

Day programs for adults.

Housing and residential options.

Case management.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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What is an IEP

is a framework of what the child will receive from a school

IEP stands for “individualized education program.” An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations. These requirements are discussed in this section.

https://www.parentcenterhub.org/iepcontents/

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National Center for Learning Disabilities (NCLD)

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What do teachers need to know about young dual language learners with disabilities?

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What do teachers need to know about young dual language learners with disabilities?

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Distinguishing Between Disability and Language Differences

Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: language difference or disability. Teachers attempting to distinguish between a disability and a language difference should begin by addressing a few key questions:

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Key Questions on distinguishing between a disability and a language difference

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Key Questions on distinguishing between a disability and a language difference

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Compared to English, for how long has the child been speaking and exposed to their home language? Keep in mind that it is typical for a child learning a second language to have a silent period.

Are the difficulties present in both the child’s home language and the new language?

Are the concerns evident in multiple settings (e.g., home, childcare)?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced any significant differences in the child’s learning and development

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Screening is a simple process to assess a child’s health or to determine whether the child is meeting developmental milestones. For example, pediatricians conduct developmental screenings during well-baby checkups to diagnose vision or hearing concerns or to identify children who are not meeting developmental milestones. In addition, some screenings are conducted by early childhood educators or other professionals such as a vision specialist or a speech/language pathologists.

Evaluation is a more formal process involving multiple assessments to collect more in-depth information on specific developmental areas and skills. Evaluations are conducted by a multi-disciplinary team of qualified professionals (e.g., early intervention specialist, speech/language pathologists, physical therapists).

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IRIS | Page 2: Distinguishing Between Disability and Language Difference

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Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: langu…

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Dual Language Learners with Disabilities

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Dual Language Learners with Disabilities

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When working with DLLs, especially those with disabilities, it is important for teachers to understand some unique issues around:

Maintaining the home language

Collaborating with families

Using effective instructional strategies

Environment and instructional grouping

Use visual supports

Use familiar and non-stereotypical materials

Learn the child’s home language

Promote peer support and interaction

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Young dual language learners are children who are learning two or more languages either simultaneously or sequentially. As in any population of children, a percentage of this group will be children with disabilities. Teachers in early childhood settings need to be able to address the needs of all young children, including those young DLLs with disabilities. Keep in mind that the Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) provides guidance to the field on recommended practices for young children with or at-risk for disabilities.

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Dual Language Learners with Disabilities:
Supporting Young Children in the Classroom

Assessment

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Dual Language Learners with Disabilities:
Supporting Young Children in the Classroom

Assessment

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Dual Language Learners with Disabilities: Supporting Young Children in the Classroom

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Describe the difference between a sequential and a simultaneous language learner.

2. List at least three factors that educators should consider when screening and evaluating young DLLs.

3. Why is it important to distinguish between a language difference and a developmental delay or disability?

4. Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young DLL in your classroom who speaks Hmong and is learning English.

1. List at least three ways that you could collaborate with Nhia’s family to help support Nhia in the classroom.

2. Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.

3. Identify three ways to involve peers as classroom supports for Nhia.

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Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Describe the difference between a sequential and a simultaneous language learner.

2. List at least three factors that educators should consider when screening and evaluating young DLLs.

3. Why is it important to distinguish between a language difference and a developmental delay or disability?

4. Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young DLL in your classroom who speaks Hmong and is learning English.

1. List at least three ways that you could collaborate with Nhia's family to help support Nhia in the classroom.

2. Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.

3. Identify three ways to involve peers as classroom supports for Nhia.

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Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires.

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Classroom learning activities?

The child’s accomplishments?

How the parents can help at home with their child’s learning?

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Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Describe the difference between a sequential and a simultaneous language learner.

2. List at least three factors that educators should consider when screening and evaluating young DLLs.

3. Why is it important to distinguish between a language difference and a developmental delay or disability?

4. Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young DLL in your classroom who speaks Hmong and is learning English.

1. List at least three ways that you could collaborate with Nhia's family to help support Nhia in the classroom.

2. Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.

3. Identify three ways to involve peers as classroom supports for Nhia.

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Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires.

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Parent newsletters

Annual open houses

Curriculum nights

Home visits (where applicable)

Phone calls

Annual school calendars

Inserts in local newspapers

Annual grandparents or “special persons” days

Board of Education spokesperson or communications officer at PTA meetings

Homework hotlines

Annual field days

Notices and handouts in local markets, clinics, churches, mosques, temples, or other gathering sites

Website for the school

Workshops for parents

Communications that are focused on fathers as well as mothers

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.

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Initiation: Teachers should initiate contact as soon as they know which students will be in their classroom for the school year. Contact can occur by means of an introductory phone call or a letter to the home introducing yourself to the parents and establishing expectations.

Timeliness: Adults should make contact soon after a problem has been identified, so a timely solution can be found. Waiting too long can create new problems, possibly through the frustration of those involved.

Consistency and frequency: Parents want frequent, ongoing feedback about how their children are performing with homework.

Follow-through: Parents and teachers each want to see that the other will actually do what they say they will do.

Clarity and usefulness of communication: Parents and teachers should have the information they need to help students, in a form and language that makes sense to them.

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Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education.