Chapters 4- Intellectual Disabilities by Glenda Richard https://padlet.com/f248161/8lwd085prugcotd6 Part 1 of 3 en-us 2020-09-20 21:12:13 UTC 2020-09-20 21:24:43 UTC hello@padlet.com 1. What are the three key components in the IDEA definition of intellectual disabilities? f248161 https://padlet.com/f248161/8lwd085prugcotd6/wish/762398044 Three key components in the IDEA definition of intellectual disabilities are that the student displays; 
significantly subaverage intellectual functioning, with significant referring to two or more standard deviations below the mean on standardized IQ testing.
significant difficulty with everyday living tasks, also referred to as adaptive skills.
An onset of deficits in intellectual functioning and adaptive behavior occurring during their developmental years (Heward, Alber, & Konrad, 2017, pp. 110).


]]> 2020-09-20 21:16:45 UTC https://padlet.com/f248161/8lwd085prugcotd6/wish/762398044 2. What are the generalized characteristics of children and youth with intellectual disabilities? f248161 https://padlet.com/f248161/8lwd085prugcotd6/wish/762401211 Students who experience intellectual disabilities generally display common characteristics including significant delays in their development during preschool years and a wide discrepancy in their adaptive functioning as compared to same aged typical peers. They have slow rates at which they learn, poor memory, attention problems, challenges with generalizing and maintaining learned skills and material, and poor motivation (Heward et al., 2018, p.115).]]> 2020-09-20 21:20:25 UTC https://padlet.com/f248161/8lwd085prugcotd6/wish/762401211 3. How can one distinguish across the mild, moderate, severe, and profound levels of intellectual disabilities? f248161 https://padlet.com/f248161/8lwd085prugcotd6/wish/762402235
Students with mild intellectual disabilities are often not identified until they enter school. They have an IQ score that ranges from 50-55 to about 70. Most students with mild impairment are able to perform well enough academically and vocationally to live independently and support themselves.
Students with moderate intellectual disabilities have an IQ in the 35-40 to 50-55 range. They show significant delays in development during preschool years and discrepancies widen as they grow older, with regard to their adaptive and academic functioning.  They may have behavior and/or health problems.  They may be independent as adults, with supported living.
Students with severe intellectual disabilities have an IQ in the 20-25 to 35-40 range, while those profoundly affected have a score below 20-25.  Both severe and profound are almost always identified at birth or shortly thereafter. They often have central nervous system damage and/or additional disabilities or health conditions. They need care and support for their entire lives (Heward et al., 2018, pp.110,115).


]]> 2020-09-20 21:21:38 UTC https://padlet.com/f248161/8lwd085prugcotd6/wish/762402235 4. What are some of the most prevalent prenatal, perinatal, and postnatal causes of intellectual disabilities? f248161 https://padlet.com/f248161/8lwd085prugcotd6/wish/762403372
The most prevalent causes of intellectual disabilities can occur at different stages of the individual’s life and affect the child in different ways. There can be an overlap in the source of those causes whether they be biomedical, social, behavioral, or educational on the part of the parent or caregiver.
Prenatal factors can include; maternal illness or malnutrition, chromosomal or a variety of medical disorders, lack of prenatal care, parent drug or alcohol use, or parent’s lack of preparation or support for parenthood.
Perinatal factors can include; prematurity, birth injury, neonatal disorders, lack of care at birth or discharge, and/or parental apathy.
Postnatal factors can include; traumatic brain injury, malnutrition, seizure or degenerative disorders, or meningoencephalitis. There may also be inadequate parenting, poverty, delayed diagnosis, a neglectful environment, physical abuse, inadequate safety,  a lack of social stimulation, or low family support, (Heward et al., 2018, p.122).


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