Intellectual & Developmental Disabilities

Intellectual & Developmental Disabilities

Learning Objectives

Upon successful completion of this module, you will be able to:

1. Describe the different types of Autism Spectrum Disorders (ASD)
2. List instructional strategies that are helpful in addressing the needs of students with ASD
3. Explain the potential causes of intellectual disabilities and instructional and assessment practices used with these students
4. Describe conditions that comprise lower incidence disabilities and instructional strategies used with this population

Module Overview

This week we will cover intellectual disabilities, autism spectrum disorders, and low incidence disabilities (e.g., visual impairment, deafness, TBI).  The special education classification of Intellectual Disability (ID) replaced the Mental Retardation (MD) classification category in March 2011 in New York State.  Mental Retardation, however, is still a DSM diagnosis and is used to describe individuals with sub-average intellectual functioning and concurrent deficits in adaptive behavior (i.e., independent living skills such as communication skills, self-care, health and safety awareness, etc…).

Students with intellectual disabilities are typically educated in Special Class settings where the focus of instruction is on the acquisition of functional life skills.  Opportunities for mainstreaming are made on a case by case basis and, depending on the severity and type of disability, for social integration purposes.  Most students with intellectual disabilities either qualify for the NYSAA (New York State Alternate Assessment) and would graduate with the Skills and Achievement Commencement Credential (SACC) or are working toward their CDOS (Career Development and Occupational Studies) credential.  Neither credential, however, is the equivalent of a high school diploma.  These “commencement credentials” replaced the IEP Diploma in NYS back in 2012.  The CDOS credential is awarded to students with disabilities who have met specific requirements related work-based learning hours and vocational training.  This credential is meant to communicate to potential employers that students have acquired a set of work readiness skills as part of their school experience and may be qualified to perform certain entry-level jobs.  The other commencement credential (notice that the word “diploma” is not included in these credentials) is the Skills and Achievement Commencement Credential (SACC), which is exclusively for students who meet the eligibility requirements for the NYSAA.  No more than 1% of the total school population should be alternately assessed given that it is reserved for those students with the most severe disabilities.  These students are typically (although not always) identified as Multiply Disabled (MD) on their IEPs and often have both intellectual and physical disabilities.  Students who qualify for the NYSAA also typically receive related services (e.g., OT, PT, speech) and use some type of assistive technology (e.g., augmentative communication device) in school.

Students with Autism Spectrum Disorder can present with varying levels of skills and abilities.  Students with the most severe type of autism are typically nonverbal and meet the criteria for intellectual disability.  They often engage in repetitive, self-stimulating behaviors such as hand flapping and head banging and can present with physically aggressive behaviors as well.  In contrast, students on the higher end of the autism spectrum (sometimes referred to as high-functioning autism or Asperger’s) typically have intact communication skills (although struggle sometimes with the pragmatics of language) and average to above average intelligence.  Individuals with Asperger’s Disorder struggle with social interaction, which is a defining characteristic of the disorder, but can be very bright and sometimes “scholarly” in the way in which they speak.  Note that the latest edition of the Diagnostic and Statistical Manual of Mental Disorders – DSM5 – no longer recognizes Asperger’s Disorder and instead replaced it with the diagnosis of Autism Spectrum Disorder with varying levels of severity).  These individuals formerly diagnosed with Asperger’s Disorder will often have “secondary” diagnoses such as depression, anxiety, and ADHD.  Anxiety in particular seems to be quite common in this population especially when you look at the prevalence of OCD (obsessive-compulsive) tendencies, which can take the form of special, restricted interests that these individuals possess.  For example, I once had a student with Asperger’s who was obsessed with the state of Maryland and would talk about it incessantly and new every little detail about it.  While the student often found a receptive audience among the adults in school, the same wasn’t necessarily true for his peers whose tolerance for the often one-sided conversation (i.e., lack of reciprocity in conversations) would typically be much lower thereby limiting the number of friendships children with ASD have with their same-aged peers.

You will encounter many students in your teaching careers (either directly or indirectly) who exhibit these types of disabilities.  While it’s important to be aware of their challenges so as to offer support, remediation, and flexibility, it is also critically important to recognize their unique abilities and personal strengths.

Assigned Textbook Chapters and other Media:

• Read Vaughn et al. Chapters 9, 10, & 11
• Watch a video of an Asperger’s Syndrome student at Trinity College: (Note – need to watch Youtube): http://www.youtube.com/watch?v=WAfWfsop1e0
• ASPERGER SYNDROME: A GUIDE FOR PARENTS AND EDUCATORS By Gena P. Barnhill, PhD, NCSP North Kansas City (MO) School District
• Discussion #2: Teaching Diverse Populations (Due 03/06/22)

Teaching and learning about diverse populations is one of the hallmarks of working with students who struggle or are at-risk in the classroom.  A newer concept in the field of special education is the concept of UDL – Universal Design for Learning.  Taken from several fields including architecture and building design, it attempts to remove learning barriers in the classroom – just like you would with removing barriers to buildings for people with vision or mobility issues.  Read below to participate in the discussion on UDL.

Discussion 2:

For this discussion, you will be spending some time talking with your fellow students on the concept of ‘leveling’ the classroom, so to speak.  Universal design for learning is a concept that takes the curriculum and removes the barriers so that all learners can benefit from the instruction.  This includes students with physical, emotional, cognitive, and behavioral learning barriers.

For this post, initially consider a quote some may remember from the summer program: ‘If a student has failed to learn it, the teacher has failed to teach it’.  Based upon your knowledge of strategies, literacy, and differentiated instruction as evidenced in your observations or in a residency, respond now to this quote, using your experiences to serve as examples of your ideas/points.  Reference students (first name only) who may help you describe your ideas and thoughts on the quote, student’s ability, and your teaching.

Second, please discuss (and reference) some of the ideas/strategies identified here in the module and if you have either seen them in action or have used them with some of your students.

Last, please remember to pose a question to the group, and please respond to at least 2 other questions posed by group members.

Discussion #2: Teaching Diverse Populations (Due 03/06/22)

Teaching and learning about diverse populations is one of the hallmarks of working with students who struggle or are at-risk in the classroom.  A newer concept in the field of special education is the concept of UDL – Universal Design for Learning.  Taken from several fields including architecture and building design, it attempts to remove learning barriers in the classroom – just like you would with removing barriers to buildings for people with vision or mobility issues.  Read below to participate in the discussion on UDL.

Discussion 2:

For this discussion, you will be spending some time talking with your fellow students on the concept of ‘leveling’ the classroom, so to speak.  Universal design for learning is a concept that takes the curriculum and removes the barriers so that all learners can benefit from the instruction.  This includes students with physical, emotional, cognitive, and behavioral learning barriers.

For this post, initially consider a quote some may remember from the summer program: ‘If a student has failed to learn it, the teacher has failed to teach it’.  Based upon your knowledge of strategies, literacy, and differentiated instruction as evidenced in your observations or in a residency, respond now to this quote, using your experiences to serve as examples of your ideas/points.  Reference students (first name only) who may help you describe your ideas and thoughts on the quote, student’s ability, and your teaching.

Second, please discuss (and reference) some of the ideas/strategies identified here in the module and if you have either seen them in action or have used them with some of your students.

Last, please remember to pose a question to the group, and please respond to at least 2 other questions posed by group members.