Intellectual Disabilities (1-5) by https://padlet.com/gay_s12265/27l4l5vrswcb Chapters 4-6 en-us 2019-11-17 21:59:23 UTC 2019-12-08 20:40:00 UTC hello@padlet.com 1. What are the three key components in the IDEA definition of intellectual disabilities? gay_s12265 https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412439463 The three key components in the IDEA definition of intellectual disabilities are: “Significantly sub-average intellectual functioning” must be demonstrated, an individual must have significant difficulty with everyday living (adaptive behavior), and the deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish intellectual disabilities from other disabilities.
(Heward, Alber, & Konrad, 2017, pp. 109-110)]]> 2019-11-17 22:02:16 UTC https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412439463 2. What are the generalized characteristics of children and youth with intellectual disabilities? gay_s12265 https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412441000 Generalized characteristics of children and youth with intellectual disabilities are slow learning rates, poor memory, attention problems, difficulty maintaining and generalizing what they have learned, and poor motivation. 
(Heward, Alber, & Konrad, 2017, p. 114)

]]> 2019-11-17 22:10:28 UTC https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412441000 3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities? gay_s12265 https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412441398 Most individuals with a mild intellectual disability can learn basic academic skills and vocational and daily living skills enough to support themselves independently. Individuals with a moderate intellectual disability have significant delays in development during preschool year. Discrepancies in intellectual development and adaptive functioning generally grow wider. Individuals with a severe or profound intellectual disability are almost always identified at birth or shortly afterwards. Most of these individuals have significant nervous system damage and additional disabilities or health conditions. 
(Heward, Alber, & Konrad, 2017, p. 114)]]> 2019-11-17 22:12:52 UTC https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412441398 4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities? gay_s12265 https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412442064 Some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities are genetics, external trauma or toxins, and some have unknown causes. 
*Some prenatal causes are chromosomal disorders, poverty, parental drug use, and lack of preparation for parenthood.
*Some perinatal causes are birth injury, lack of access to birth care, parental rejection of care taking, and lack of medical referral for intervention services at discharge.
*Some postnatal causes are traumatic brain injury, family poverty, child abuse and neglect, and impaired parenting. (Heward, Alber, & Konrad, 2017, pp. 121-122)


]]> 2019-11-17 22:16:38 UTC https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412442064 5. What are some of the most effective current instructional methods utilized with students that have intellectual disabilities? gay_s12265 https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412444271 •Assess each student’s present levels of performance.
•Define and task analyze the new knowledge or skills to be learned.
•Design instructional activities so that students have frequent opportunities to respond in the form of guided and independent practice. 
•Incorporate fluency building activities into lessons. 
•Conduct direct and frequent measurements of student performance and use those data to inform instructional decisions. 
(Heward, Alber, & Konrad, 2017, p. 129)]]> 2019-11-17 22:29:10 UTC https://padlet.com/gay_s12265/27l4l5vrswcb/wish/412444271