https://padlet.com/lcurtin4/lfdmmprn73pr3pu en-us 2020-09-11 22:45:44 UTC 2025-12-06 10:41:39 UTC hello@padlet.com lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740559023 1.  “significantly subaverage intellectual functioning”  is exhibited. 
2.  Adaptive behaviour proves difficult for the individual in day to day life. 
3. The disability is seen throughout the individual's developmental period. 
(Heward et al., 2018, pp. 109–110)]]> 2020-09-11 23:36:47 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740559023 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740570107 Children with intellectual disabilities have "significant limitations in both  and adaptive functioning" this influences their relationships with others and the community (Heward et al., 2018, pp. 110). This is characterized by slower learning rate, difficulty with memory, attention, motivation, and generalizing skills (Heward et al., 2018, pp. 114-6).]]> 2020-09-11 23:50:52 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740570107 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740579707 Assessments can be used to determine the profoundness of a child's intellectual disability.  Children with mild intellectual disabilities often go undiagnosed until they are school age, from there they can continue to learn with support  and often can be quite independent.  Moderate intellectual disabilities often present more clearly at a younger age and as they grow the discrepancies in their learning and their peers learning grows, often this can be co-morbid with health and behavioural difficulties. Severe and profound intellectual disabilities can often be found from birth as they often have related issues in their nervous system and general health.  (Heward et al., 2018, pp. 114).]]> 2020-09-12 00:04:06 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740579707 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740589407 The book categorizes the risk factors as biomedical. social, behavioural, and educational. Some of those prenatal risk factors are genetics,  lack of access to care due to poverty,  parental use of illicit substances, and the parent's preparedness whether due to their own intellectual disabilities or their education. Perinatal risk factors are prematurity, a difficult birth, and access to care and services. Post natal risk factors include malnutrition, abuse and violence, and lack of family support and educational services. (Heward et al., 2018, pp. 122)

]]> 2020-09-12 00:17:06 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740589407 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740595116

Creating realistic goals based off of the child's current performance

 Using task analysis to systematically teach defined skills.

Making accessible resources for continual practice

 Setting reinforcement schedules and error corrections

Building fluency and generalization

Utilizing data to determine progress

(Heward et al., 2018, pp. 129)

]]> 2020-09-12 00:25:15 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740595116 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740606603 1.  A significant difference between their intellectual ability and actual academics.
2. Acknowledgement that there is no other cause for the difficulties
3. Special education required. 
(Heward et al., 2018, pp. 144)]]> 2020-09-12 00:40:19 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740606603 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740614916

 Difficulty with attending (listening, attention, and focusing).

Difficulty with processing ( reading, memory, and reasoning)

These difficulties lead to academic, social, behavior, and self-esteem difficulties.
(Heward et al., 2018, pp. 146)

]]> 2020-09-12 00:52:22 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740614916 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740620229 Brain damage, heredity, environmental factors are all possible causes of learning disabilities.  (Heward et al., 2018, pp. 154-5)]]> 2020-09-12 00:59:51 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740620229 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740622206

 In the general classroom with or with out the support of a consultant teacher.

Splitting time between the general classroom and the resource room for more individualized support while keeping them in their least restrictive environment as well. 

Separate classrooms allow for small group sizes and specialized instruction. 
(Heward et al., 2018, pp. 173-4)

]]> 2020-09-12 01:02:38 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740622206 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740627958 Emotional disturbance is defined by  exhibiting at least one of the following characteristics over an extended period of time to the extent that interferes with the child's education.  The characteristics are  any of the following, the difficulties can not be explained by any other condition, unable to form relationships,  behaviors that do match the setting or task,  a consistent unhappiness, or  a reaction to problems that manifests as a physically or as a fear.  (Heward et al., 2018, pp. 181) ]]> 2020-09-12 01:11:21 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/740627958 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741307452 Some external characteristics of behavior disorders are  being argumentative  (including yelling and lying) and non compliant (tantrums and ignoring),  aggressive towards peers and property, and being fidgety and loud. 
Internal characteristics include antisocial behaviors, anxiety and fearfulness, and depression. (Heward et al., 2018, pp. 183-4)]]> 2020-09-12 22:38:26 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741307452 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741312361 If a child is diagnosed with a behavior disorder it is often because they have trouble in the general education classroom, for that reason most students are in more restrictive environments.  These students most commonly have specialized supports in a resource classroom, separate classroom , or special school. (Heward et al., 2018, pp. 212)]]> 2020-09-12 22:48:28 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741312361 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741318511 1.  “significantly subaverage intellectual functioning”  is exhibited. 
2.  Adaptive behaviour proves difficult for the individual in day to day life. 
3. The disability is seen throughout the individual's developmental period. 
(Heward et al., 2018, pp. 109–110)]]> 2020-09-12 23:01:44 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741318511 lcurtin4 https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741328500 Heward, W. L., Alber-Morgan, S. R., & Konrad, M. (2018). Exceptional Children: An Introduction to Special Education (11th Edition) (11th ed.). Pearson.]]> 2020-09-12 23:22:43 UTC https://padlet.com/lcurtin4/lfdmmprn73pr3pu/wish/741328500