Chapter 1- Characteristics

Chapter 1- Characteristics - Chapter 1 1.1 Recent Changes...

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Chapter 1 1.1 Recent Changes in Education Intellectual disabilities replaces Mental Retardation L.D is largest category of disabilities, children identified with L.D has DECREASED considerably Other Health Impaired (OHI) has INCREASED significantly (ADHD) Number of children with Autism has increased significantly Common Core Standards: to provide specially designed procedures to students with disabilities; educators  will be working to task analyze common core skills to determine specific strategies that will be used to  ensure progress in standards 1.1a Intellectual Disabilities I.D used in 30 th  Annual Report to Congress instead of mental retardation (previously used in special  education law IDEA-2004; felt that term is stigmatizing and demeaning) American Association for Mental Retardation change name to Intellectual Disabilities (February 2007) Rosa’s Law: an intellectual disability shall mean a condition previously referred to as mental retardation or  a variation of this term, and shall have the same meaning with respect to programs or qualifications for  programs for individuals with such conditions (September 24, 2010) Mental retardation term revised: “is characterized by significant limitations both in intellectual functioning  and in adaptive behavior as expressed in conceptual, social and practical adaptive skills. The disability  originates before age 18. Adaptive skills: practical skills   self care, independency, or social  Mental retardation is state of functioning that begins in childhood and characterized by limitations in  intelligence and adaptive skills Mild intellectual disabilities able to learn academic skills but learning rate is slow and need sufficient  support along the way Levels of Intellectual Disabilities (mild, moderate, severe or profound) Intermittent : support provided as needed, not at all times. Similar to mild I.D Limited : support provided on regular basis for short period of time. Similar to moderate I.D Extensive : support provided on ongoing and regular basis. Similar to severe I.D Pervasive : support consists of high-intensity help across environments and involves more staff. Similar to  profound I.D Prevalence of Intellectual Disabilities Most students with I.D considered mild (87%) likely to be in programs for mild disabilities 16% of all students with I.D are in general ed. classes for 80% or more of the day, and 29% in regular  classes for 40%-79% of the day 1.1b Emotional/Behavioural Disorders Term used in federal law is emotional disturbance – IDEA-2004
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