# data[].attributes.body
"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" (Friend,  2014, pp. 252).

# data[].attributes.body
Friend, M. (2014). Special education: Contemporary perspectives for school professionals (4th ed.). Boston, MA: Pearson.

# data[].attributes.body
Memory: likely to forget what they are supposed to do, especially if many steps are involved
Generalization: difficulty with generalization of academic tasks, of behavior expectations, and in different social interactions
Metacognition: most successful when they are not expected to make judgments about what to do next
Motivation: tendency to give up easily
Language: delays in the development of language
Academic Skills: often have to work longer and harder to learn academic skills
(Friend, 2014, pp. 258-260)

# data[].attributes.body
-trouble with social relationships
-less accepted by their peers
-more likely to be rejected by their peers
-immature or inappropriate  behaviors
-difficulty picking up social cues
(Friend, 2014, pp. 260)

# data[].attributes.body
-delays in adaptive behavior
-may need rewards or consequences to promote the correct behavior
(Friend, 2014, pp. 261-262)

# data[].attributes.body
-may experience more loneliness
(Friend, 2014, pp. 263)

# data[].attributes.body
-vision or hearing loss
-heart problems
(Friend, 2014, pp. 263)

# data[].attributes.body
Task Analysis: "helpful in teaching educational, vocational, and social skills"
(Friend, 2014, pp. 273)
How to: teach the child each individual step of a process and then help them to link the steps in order together
Why is this beneficial? Students can first master less complex tasks, and then move on to more complex tasks.  They can use this approach throughout their life.

Peer Tutoring: "an approach to instruction in which students are partnered, provided with instructional materials that they are to learn, and expected to help each other in accomplishing the learning goal"
(Friend, 2014, pp. 272)
How to: see above
Why is this beneficial?  both students are able to be the teacher and the learner.  Students with intellectual disabilities can interact on an academic level with their peers, and students without disabilities may develop more positive view of the students.

# data[].attributes.body
"a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment that adversely affects a child's academic performance"
(Friend, 2014, pp. 285)

# data[].attributes.body
-children who have speech and language delays  are at risk to have problems reading
(Friend, 2014, pp 296)

# data[].attributes.body
-students with fluency disorders may have to deal with teasing
-difficulty in social situations
-mispronounce words
-incorrect grammar
(Friend, 2014, pp. 296)

# data[].attributes.body
-inappropriate behavior because they cannot express themselves
(Friend, 2014, pp. 297)

# data[].attributes.body
Speech-Language Services and Literacy Instruction
How to: "speech-language pathologists can reinforce relationships between spoken language and preliteracy skills, provide interventions related to phonemic awareness and memory, analyze the language demands found in textbooks and other school materials and media, and analyze student language so that interventions can be tailored to students' needs"
(Friend, 2014, pp 304)
Why is this beneficial?  Teacher and speech pathologists work together to make sure students' needs are anticipated and met.

Augmentative and Alternative Communication: "comprises strategies that compensate for an individual's communication limitations or disabilities"
(Friend, 2014, pp. 305)
How to: a communication board can be used by the student.  They will use symbols to communicate in a simplified way, or using a computer in a more advanced way.
Why is this beneficial? The student is able to communicate and the teacher and other students are able to understand them.

# data[].attributes.body
"a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child's educational performance.  Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences"
(Friend, 2014, pp 318)

# data[].attributes.body
Rote memory-ability to easily remember things without knowing what they mean
Theory of mind-people on the spectrum do not understand that others have their own thoughts and points of view
Problem solving-often only use one problem solving solution no matter the situation
Motivation-people on the spectrum tend to be only interested in a set group of things and have trouble finding the motivation to study things outside that group
(Friend, 2014, pp. 325-326)

# data[].attributes.body
-significant delay with language can lead to decreased interaction with others
-may not communicate with the goal of interacting with others
-repeating words or phrases that have been uttered by others
-some cannot comprehend language in abstract terms
-immaturity
(Friend, 2014, pp. 326-328)

# data[].attributes.body
-self-stimulating behaviors: rocking, hand flapping, etc
-generalization difficulty
-sensory issues
(Friend, 2014, pp. 328-329)

# data[].attributes.body
Environmental Supports: "changes in a student's surroundings that are considered key to effective programming"
(Friend, 2014, pp. 338)
How to: Task cards are an example and can help a student with Asperger "recall academic content, routines, or social skills"
(Friend , 2014, pp. 338)
Why is this beneficial? Lists the steps the student must follow in concise language.  Much like the Task Analysis, the student can use this strategy throughout their life with any number of tasks.

Priming: "occurs when a parent, paraprofessional, teacher, or trusted peer previews with a student the actual materials that will be in a lesson or activity the day, the evening, or the morning before that lesson or activity occurs"
(Friend, 2014, pp. 341)
How to: see above
Why is this beneficial? The student can build time for priming into their routine, and it should happen in a relaxed environment with a patient reviewer.  This will allow the student to be prepared for the lesson and already have a base knowledge or familiarity with the materials when presented in class.