Intellectual Disabilities by Marissa Esquivel https://padlet.com/mesquivel16/p3s4n5y79om6 Chapter 4 en-us 2020-03-30 03:51:19 UTC 2026-03-17 17:37:17 UTC hello@padlet.com The Individuals with Disabilities Education Act (IDEA) defines intellectual disability as "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. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/481238567 2020-03-30 04:07:39 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/481238567 mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/481250031 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2020-03-30 04:27:06 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/481250031 Cognitive functions and learning characteristics of individuals with intellectual disabilities include slow learning rate, poor memory, attention problems, difficulty maintaining and generalizing what they have learned, and poor motivation. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490146175 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2020-04-03 01:15:37 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490146175 Prenatal mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490157578 1. Chromosomal disorder 
2. Single-gene disorder
3. Syndromes ]]> 2020-04-03 01:31:35 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490157578 Perinatal mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490159983 1. Prematurity 
2. Birth injury 
3. Neonatal disorders ]]> 2020-04-03 01:35:06 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490159983 Postnatal mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490162439 1. Traumatic brain injury 
2. Malnutrition
3. Meningoencephalitis ]]> 2020-04-03 01:38:54 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490162439 mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490166708 (Heward, Alber-Morgan, & Konrad, 2018, pp. 122)]]> 2020-04-03 01:45:04 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490166708 Students with intellectual disabilities learn best when their teachers use instructional methods derived from empirical research ,such as the following practices: mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490188051 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 02:15:31 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490188051 First, "significantly subaverage intellectual functioning " must be demonstrated. The word significantly refers to a score of 2 or more standard deviations below the mean on a standardized intelligent test (a score of approximately 70 or less) mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490207440 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2020-04-03 02:46:20 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490207440 Second, an individual must also have significant difficulty with tasks of everyday living (adaptive behavior ). mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490215130 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2020-04-03 02:59:13 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490215130 Third, the deficits in intellectual functioning and adaptive behavior must occur during the developmental period to help distinguish intellectual disability from other disabilities (e.g., impaired intellectual performance caused by traumatic brain injury). mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490217181 (Heward, Alber-Morgan, & Konrad, 2018, pp. 109-110)]]> 2020-04-03 03:02:37 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490217181 Mild intellectual disabilities are not identified until they enter school, some not until the second or third grade, when more difficult academic work is required. Most students with mild intellectual disabilities learn basic academic skills and vocational and daily living skills well enough to support themselves independently or semi-independent in the community. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490234997 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2020-04-03 03:34:24 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490234997 Moderate intellectual disabilities show significant delays in delays development during their preschool years. As they grow older, discrepancies in overall intellectual development and adaptive functioning generally grow wider between these children and their age-matched peers without disabilities. They are more likely to have health and behavior problems than individuals with mild intellectual disabilities. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490239085 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2020-04-03 03:41:46 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490239085 Several and profound intellectual disabilities are almost always identified at birth or shortly afterward. Most of these infants have significant central nervous system damage, and many have additional disabilities or health conditions (Heikua et al., 2005) mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490265462 (Heward, Alber-Morgan, & Konrad, 2018, p. 114)]]> 2020-04-03 04:29:29 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490265462 Asses each students' present levels of performance to identify and prioritize the most important instructional targets. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490274628 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 04:49:07 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490274628 Define and task-analyze the new knowledge or skills to be learned. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490275285 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 04:50:42 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490275285 Design instructional material and activities so the students frequent opportunities ton respond in the form of guided and independent practice. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490275677 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 04:51:36 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490275677 Provide and then fade prompts and cues so the student can respond to naturally occurring stimuli. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490286028 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 05:12:30 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490286028 Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feed back, and error correction. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490286585 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 05:13:42 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490286585 Incorporate fluency-building activities into lessons. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490287666 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 05:15:47 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490287666 Use strategies to promote the generalization and maintenance of newly learned skills. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490288012 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 05:16:27 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490288012 Conduct direct and frequent measurement of student performance and use those data to inform instructional decisions. mesquivel16 https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490289055 (Heward, Alber-Morgan, & Konrad, 2018, p. 129)]]> 2020-04-03 05:18:31 UTC https://padlet.com/mesquivel16/p3s4n5y79om6/wish/490289055