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An intellectual disability is when a person has limitations on his or her general mental capacity and everyday skills. This is usually discovered before a child turns 18.
A person's intellect can be measured by an IQ test. A score of 70 to 75 would be considered a disability. Standardized tests can show limitations in conceptual, social, and practical skills, which would indicate an intellectual disability.
When testing for this disability, the environment type and cultural differences must be taken into account. Also, it must be assumed that the child may have limitations, but that is accompanied by many strengths.

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An intellectual disability is defined as "specific limitation both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills."
Problem solving and reasoning are part of the intellectual function. While skills learned for everyday functioning in life situations are part of adaptive behaviors.
Conceptual skills: reading and writing, counting money, and language
Social Skills: following rules, self-esteem, interactions with people
Practical skills: housekeeping, routines, and safety
They look at what a person can do compared to others in that age group.

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Teaching Students With Intellectual Disabilities

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Teaching Students With Intellectual Disabilities

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Learning and Academics:
-Use short, simple sentences.
-Repeat directions.
-Be encouraging and supportive.
-Increase the difficulty of tasks over time.
-Show what you mean rather than just saying it.
-Allow more time for exams.
-Understand that students may not perform the way they performed the day before.
-Use strategies for learning and ask students what works best for them.

Socialization:
-Provide many opportunities for students to interact.
-Teach social skills every day, such as distance, conversation, and taking turns.
-Acknowledge each student's attempts.
-Provide them with many different situations in and out of the classroom to practice social skills.
-Allow students to accept responsibilities such as passing out papers.
-Teach students to ignore attention-seeking bad behaviors.

Communication:
-Make sure to find a way for the student to communicate his wants and needs.
-If the student is non-verbal, make sure his functional communication system is accessible at all times and portable.
-Label areas in the room.
-Paraphrase what a child has said and repeat back to him.
-Be patient when a student is speaking.
-Create situations that model a conversation that may happen in the future.
- Encourage them to participate and really listen to them.

Daily Living:
-Use visual pictures to show the steps to a skill.
-Model the targeted skill.
-Provide opportunities for the student to practice the skills learned such as classroom skits or field trips.
-Explicitly teach skills related to self-care.
-Teach and model potentially dangerous situations.
-Teach them to provide identification.

Behavior:
-Have a visible, consistent schedule for every day that the child can refer to.
-Allow for the child to be able to move at some point during instruction.
-Model behaviors and use behavior rewards or contracts.
-Teach calming strategies and/or create a calming area.
-Point out consequences of a student's behavior and brainstorm better choices.
-Use words to describe feelings.
-Explain the reasons for the rules.

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It is important to implement strategies that address the needs of the individual. We recommend that you apply these strategies across home, school, and community contexts.
Go to the Site Map for a full list of resources and activities!

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Learning Disabilities are a problem in the brain that interferes with a child's ability to process and store information.
"Learning disabilities can affect one’s ability to read, write, speak, spell, compute math, reason and also affect an individual’s attention, memory, coordination, social skills and emotional maturity."

These disabilities tend to run in families. If it is suspecting that your child has a learning disability, get him help immediately to better his chances of success and lessen his frustration.

Signs of a learning disability:
Pre-K:
-Trouble with pronunciation
-Difficult rhyming
-Difficult to control pencils, scissors
-Trouble with fine motor skills such as buttoning and zipping

K-4
-Confuse basic words
-Difficulty with letters and their sounds
-Spelling errors or basic math skills not being understood
-Trouble remembering facts

5-8
-Organizing difficulty
-Keeping up with homework
-Handwriting
-letter sequences
-Basic Math and reading skills

High School and adults
-Spell the same work different on the same paper
-Difficulty with memory
-Difficult to work slow
-Has trouble focusing on detail

It is important to understand that these children are just as smart as their classmates, they just have to figure out how their brain processes information. Talk to your child's teacher to begin the process of getting your child help. When meeting the teacher, don't be afraid to ask questions, do research and observations beforehand, and takes notes during the meeting.

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Learning Disabilities Association of America

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Your chances of knowing someone with learning disabilities are very good. Did you know?

2.4 million students are diagnosed with specific learning disabilities (SLD) and receive services under IDEA. This represents 41% of all students receiving special education services.*

75% - 80% of special education students identified as LD have their basic deficits in language and reading***

60% of adults with severe literacy problems have undetected or untreated learning disabilities**

Children with learning disabilities begin school expecting to learn and be successful. If your child is having difficulty in school, she may learn differently from other kids. Parents are often the first to notice that "something doesn't seem right." But sometimes knowing what to do and where to find help can be confusing.

Children grow up to be adults and unfortunately learning disabilities cannot be cured or fixed; it's a life long issue. And some individuals don't realize they have learning disabilities until they are adults. With the right support and interventions, however, children and adults with learning disabilities can succeed in school and life. Recognizing, accepting and understanding your learning disability are the first steps to success.

Defining Learning Disabilities

A learning disability is a neurological condition that interferes with an individual's ability to store, process, or produce information.

Learning disabilities can affect one's ability to read, write, speak, spell, compute math, reason and also affect an individual's attention, memory, coordination, social skills and emotional maturity.

Specific Learning Disabilities

Related Disorders

Learning disabilities often run in families. They should not be confused with other disabilities such as intellectual disabilities, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disabilities. Because learning disabilities cannot be seen, they often go undetected. Recognizing a learning disability is even more difficult because the severity and characteristics vary.

Parents can help children with learning disabilities achieve success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.

Most importantly, if you suspect you or your child has a learning problem, don't delay in seeking help and taking action!

Don't Delay

If you suspect that your child's learning difficulties may require special assistance, please do not delay in finding information and support. The sooner you move forward the better your child's chances for reaching his full potential.

Maybe you have wondered if you are overreacting, or if the situation will work itself out over time. The truth is, you know your child better than anybody else. And regardless of who may tell you that it's a "phase" or "nothing to worry about," only you know how much your child dreads Monday morning. You have watched the impact of his daily struggles on his self-confidence. Deep down, you know something isn't right.

The good news is there are things you can do. In fact, the only "wrong" thing to do is to do nothing. If you wait to seek help for your child, frustration and a sense of failure will continue to erode your child's self-esteem, while the window of time for meaningful intervention narrows.

Since you are one of the best observers of your child's development, you will be able to recognize potential problems early. But, in order to spot problems early, you'll need to know the warning signs!

Seeing the Signs

There may be a number of reasons why your child is having a hard time. But what you are seeing could also indicate a learning disability. This does not mean your child is "slow" or less intelligent than your child's peers. Their brain is simply wired differently for learning and your child needs to adapt strategies that make the most of your child's abilities. The earliest possible intervention is critical to your child's success in school.

Learn to recognize the signs of a potential learning disability. If you have observed several of these signs in your child, consider the possibility of a learning disability.

It is normal for parents to observe one of these signs in their children from time to time. But if your child consistently exhibits several of these signs, it is important for you to take action to get him the help that he needs.

Pre-School
Have you noticed that your child has:

pronunciation problems?

difficulty finding the right word?

difficulty making rhymes?

trouble learning numbers, alphabet, days of the week, colors and shapes?

trouble concentrating?

trouble interacting with peers?

difficulty following directions or learning routines?

difficulty controlling pencil, crayons, scissors?

difficulty with buttoning, zipping, typing skills?

Grades K-4
Does your child:

have trouble learning the connection between letters and sounds?

confuse basic words? (run, eat, want)

make consistent reading and spelling errors including letter reversals (b/d, inversions (m/w), transpositions (felt/left), and substitutions (house/home)?

experience difficulty learning basic math concepts?

have trouble learning about time?

take a long time to learn new skills?

have trouble remembering facts?

Grades 5-8
Is your child having difficulty:

with reading comprehension or math skills?

with letter sequences? (soiled for solid, left for felt)

with prefixes, suffixes, root words and other spelling strategies?

organizing his/her bedroom, notebook, papers, and desk?

keeping up with papers or assignments?

with handwriting?

with time management?

understanding oral discussions and expressing thoughts aloud?

High School and Adults
Is your child having difficulty:

spelling the same word differently in a single document.

taking on reading or writing tasks.

with open-ended questions on tests.

with memory skills.

adapting skills from one setting to another.

with a slow work pace.

grasping abstract concepts.

focusing on details.

misreading information

It is never too early to seek help for your child, but waiting too long could be very harmful. If you see several of these signs over a period of time, consider the possibility of a learning disability. Knowing what a difference early help can make will help you lose your fear and take the next steps to getting help for your child!

Losing the Fear

It can be hard to acknowledge that your child is having difficulty in schoollet alone a potential learning disability. Perhaps you have worried that by calling attention to your child's learning problems he might be labeled "slow" or a "discipline problem," or sent to the wrong class.

What many parentsand their childrendon't realize is that most kids with learning disabilities are just as intelligent as their peers. Their brains are simply wired differently for learning. They need to be taught in ways that are best adapted to how they process information.

And, scientists and researchers are learning more every day about learning disabilities. Their research provides hope and direction. From research we now know that:

Receiving help in the early grades greatly improves the chances for these kids to adapt learning strategies that will enable them to succeed in school. Among children who struggle with basic reading and language skillsthe most common learning problems75% of those who do not receive help until the third grade will struggle with reading throughout their lives. But if those same kids receive appropriate help by the first grade, fully 90% of them will achieve normal reading ability.

By identifying what is causing your child's learning problems, you are one step closer to getting the help you both need. Your child can still have hope for a wonderful future if given the proper tools and learning strategies.

Getting Help

Though the process of getting help may seem overwhelming, finding support for your childand for yourselfis easier than you might think. In most cases, talking with your child's teacher should be the first step.

Share your concerns with your child's teacher and ask about her observations of your child's performance, interactions with his peers, etc. Together you may come up with strategies to try in the classroom and at home to support your child's learning needs.

Most teachers want to help and will work with you to try and meet your child's learning needs. If you feel it may be necessary, your child's teacher can also help to arrange a full evaluation of how well your child is performing in school.

Also, be sure your child has had a thorough physical examination by a medical doctor or nurse practitioner to assure that there are no major health problems that might be interfering with learning. Be especially certain to have eyes and ears checked for correctable vision and hearing problems.

Useful tips when meeting with your child's teacher

Write down any questions you have before entering the meeting. These questions should be geared toward gaining greater understanding of your child's problems and how to address them in the school setting.

Review records of previous conferences and educational decisions before attending conferences and be prepared to share them with school personnel.

Be ready to share your observations about your child's academic progress. Listen well and participate in the meeting with an open mind, knowing that you are all there to facilitate school success for your child.

Keep careful and detailed notes at the meeting. Don't be afraid to ask for clarification if you do not understand something that was said.

Ask for information on the curriculum and how students' work is evaluated, so that you know how to gauge your child's progress.

Appreciate that teachers must juggle the unique needs of many students. Work with school personnel to come up with strategies that are practical, given the realities of the school and the classroom.

Acknowledge that the major motivation for success must come from your child. Work with teachers to keep expectations high and to nurture an enthusiasm for learning.

Agree on how you and the teacher will make follow-up contacts to review progress.

Now that you know the first step to take, there are several more steps you can take to find support and make sure your child gets the right kind of help!

Take Action

The most important thing you must determine is the source of your child's learning problem. Time is of the essenceif your child does, in fact, have a learning disability, "wait and see" almost always means "wait and fail." If you act early, you will gain the peace of mind that comes with knowing what is causing your child's learning difficulties. You also will be helping to ensure that she overcomes her struggles and enjoys success in school.

In addition to working with your child's teacher, here are additional steps you should take:

Collect information on your child's performance. Keep notes, copies of your child's assignments, and any correspondence from your child's school regarding your child's performance in a folder so that you can document any patterns. At the same time, it is also important to observe your child's strengths and interests, encouraging and rewarding your child for the things he does well.

Monitor your child's progress. Watch your child's progress to be sure that your child's needs are being met. Keep your child's education folder up to date, adding new samples of schoolwork and test results. If your child is not making progress, discuss your observations with school personnel and work together to make changes. You may need to ask for a comprehensive educational evaluation to determine if your child may be eligible for special education services.

Learn as much as you can. The more you understand about the way your child learns and the help that's available, the better equipped you will be to help your child succeed. If it turns out that your child does have a learning disability, you also need to be aware of your rights and protections under the law.

Join with others who care. By joining with other parents and professionals you can increase awareness of the issue, dispel popular misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for yourself. Locate the LDA Chapter near you today!

Enjoy your child and encourage an interest in learning. You can encourage your child's interests outside the classroom and create a home environment that supports the way your child learns. Rather than focusing solely on your child's deficiencies, emphasize and reward your child's strengths.
Visit our Parents area for additional information on how to help your child and help yourself! * National Center for Education Statistics
**National Adult Literacy and Learning Disabilities Center
***National Institutes of Health

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2.4 million students are diagnosed with specific learning disabilities (SLD) and receive services under IDEA. This represents 41% of all students receiving special education services.* 75% - 80% of special education students identified as LD have their basic deficits in language and reading*** 60% of adults with severe literacy problems have undetected or untreated learning disabilities** Children with learning disabilities begin school expecting to learn and be successful.

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Children with learning disabilities have brains that receive and process information differently. This covers a vast amount of disabilities with learning.
These students can have many emotions tied to their disability such as fear of failing, frustration, low self-esteem, and a sensitivity to the environment.
Teachers can help these students by:
-Assigned seats to limit distractions.
-Separate work areas for students
-More time for tests or assignments
-Allow computers and assistive technology
-Use written and verbal tests
-Ask students what help they need to be successful

Here are some warning signs of a learning disability:
-Trouble comprehending what was read
-Does not want to read out loud
-Spells the same word differently throughout one paper
-Not organized

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Special Education - Learning Disabilities

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Learning disibilities-- Created using PowToon -- Free sign up at http://www.powtoon.com/join -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Teaching Students With Learning Disabilities

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Teaching Students With Learning Disabilities

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Using direct instruction, learning strategies, and multisensory approaches can help them learn.
Teachers should try to break down the task into small steps, use visual aids whenever possible, provide regular feedback, and provide prompts of different strategies to use.
It is important to "focus on individual achievement, individual progress, and individual learning" to have the most success with the student.
It is also great to assess the students throughout the year to monitor progress.

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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Developmental disabilities are acquired before the age of 22. The condition results in "impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation." When tested, their composite scores are at least 3 deviations below the average. This is according to Colorado.

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Developmental Disability means a disability that is manifested before the person reaches twenty-two (22) years of age, which constitutes a substantial disability to the affected individual, and is attributable to mental retardation or related conditions which include cerebral palsy, epilepsy, autism or other neurological conditions when such conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with mental retardation.

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Developmental Disability Example- Down Syndrome

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Developmental Disability Example- Down Syndrome

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People with down-syndrome enjoy their lives when they have support!
Learning for them starts at birth and does not stop.
They have thoughts, feelings, and dreams for their lives. Most of them are able to lead independent lives as adults.
They are great at communicating, but sometimes it is hard to understand.
They all have unique personalities fit for them.
While people with Down Syndrom share common features, they look more like their families.
Their live expectancy is 50 to 60 years old.

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Ten things people with Down syndrome would like you to know

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October is world Down syndrome awareness month. Why not celebrate the achievements of people with Down syndrome by joining us for the Buddy Walk! For Australians, visit www.buddywalk.net for more information, or for other countries, search google to find a walk near you!!!

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Physical:
-Plan physical activities when the student has the most energy
-Provide daily opportunities for the student to use handheld objects
-Use songs that incorporate their fingers
-Give students blocks, clay, or crayons as manipulatives to use
-Have students practice buttoning, zipping, and opening/closing doors
-Use visual games such as "I Spy"

Cognitive:
-Use the students' interests to create lessons
-Break down and demonstrate steps
-Show pictures when presenting new information
-Pair students with a buddy that can help and keep them on track
-Repeat instructions and make them simple
-Do not overwhelm the student with multiple, complex instructions

Communication:
-Speak slowly
-Identify and establish a communication system.
-Label areas in the room with words and pictures
-Provide positive reinforcement and assistance as a child becomes more independent.
-Focus on interactive communication
-Storybook sharing
-Develop a procedure for the student to ask for help

Social and Emotional:
-Use strategies to help separate a student from the parent
-Value and acknowledge their efforts
-Provide opportunities for direct interaction
-When dealing with conflict, explain what happened in few words and in a calm voice
-Put student's feelings into words
-Model benefits for cooperating
-Brainstorm better choices

Adaptive:
-Teach life skills about self-care and break them down
-Use visual schedules and pictures to demonstrate steps
-Teach and model hygiene habits
-Provide opportunities for the students to ask for help or use their life skills in and out of the classroom
-Teach and model rules, safety, what to do in dangerous situations, and how to present identification

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Autism is a disorder that causes problems with communication and social skills. Because it is a spectrum, everyone is affect in different ways. It is caused by genetics or severe infections causing brain damage.

Signs of Autism:
-Problems with communications, social skills, and behavior.
-May not like to eat different foods.
-May need help with fine and gross motor skills.
Communication:
-They have trouble following directions, having a conversation, and learning to read and write. They will sometimes throw tantrums.
Social:
-They often times fix their attention on one moment. It is hard for them to share, and they find it difficult to relate to other kids' feelings.
Behavior:
They have trouble with changing activities, and they get upset by small sounds.

In order to help this child, first talk to the teacher to get an SLP. After he is diagnosed, the SLP will play a major role in the child's life. They work on paying attention, playing with others, following directions, ask for help, conversations, and writing.

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Children and adults with autism, also known as autism spectrum disorder, have problems with communication and social skills. Speech-language pathologists, or SLPs, can help.

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All brains work differently, and that is why we are all good at different things. Sometimes the brain in a wired in a way that affects senses and the way a person perceives situations. Autistic people's brains can make it so that subjects we find hard, they excel in and vice versa. Autistic people struggle with explaining how they feel and asking for help. They develop behaviors that may seem unusual, but that is their way to cope with chaos in their brain. They need friends who are willing to take the time to know them. They are amazing people, too!

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When the work gets hard, Tess starts to push back and get frustrated. She has anxiety over failure. They use a system that if she can earn 3 stars after 30 minutes for completing the tasks, she can take a 5-minute break. These breaks keep her motivated rather than the social piece or grades, which motivate many others.

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"Anxiety in School" Real Look Autism Episode 1

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This video for Real Look Autism.com looks at a third grader's anxiety in school. Tess has an autism spectrum disorder and is benefiting from a restructured break system in class. To read more and to see more autism related videos, go to Real Look Autism.com

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Teaching Students with Autism Spectrum Disorder

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Teaching Students with Autism Spectrum Disorder

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Communication:
-Make sure the student has an appropriate way to express his wants and needs.
-Simplify the language, and highlight what's important.
-Label areas of the room.
-Avoid sarcasm.
-Teaching the meaning behind puns, idioms, etc.
-Help the student to interpret conversations.

Socialization
-Do not take rude or aggressive behavior personally.
-Students are uncomfortable with eye contact.
-Work to expand the student's leisure activities.
-Explain the rules.
-Be aware of bullying by peers.
-Build social interactions and common interests.

Restrictive, Repetitive, and Stereotyped Behavior:
-Reinforce desirable behaviors.
-Provide clear instruction and a routine.
-Provide warning before a change is going to occur.
-Be aware of bright lights, loud noises, and too much touching.
-Provide a "time out" where the student has the option to leave for a few minutes.
-Teach and practice coping strategies.
-Use color coded systems.
-Use a reward system to increase target behavior.

Daily Living:
-Teach grooming and dressing.
-Model targeted skills and provide practices.
-Teach and practice safety and indentification information.
-Fade prompts to promote their independence.

Academics and Organization:
-Minimize distactions
-Teach what it means to be finished.
-Break down large assignments.
-Use many types of presentations.
-Give fewer choices to reduce confusion.
-Keep your voice low and clear when teaching.
-Provide frequent breaks.
-Assign peer buddies.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Intellectual: I would like to demonstrate my instructions rather than just speak for all the visual learners in our room.
Developmental: I would like to label the classroom, and I always wants them to learn to talk about their feelings by trying to put their feelings into words at that moment.
Learning Disabilities: Create separate work areas for students and assign seats to create less of a distraction.
Autism Spectrum Disorder: I think that having a time out or a calming zone is an awesome idea for these kids to collect themselves and lower their anxieties.