Developmental Disabilities - UNCA

							Developmental Disabilities


Kennette Edmisten
Katie Hildreth
Developmental Disabilities

   Formerly known as Mental
    Retardation
   Characterized by an intelligence
    score less than 70.
Causes

   Genetic conditions
       Down Syndrome
       Fragile X syndrome
       Phenylketinuria (PKU)
   Problems during pregnancy and at
    birth
   Health problems
Incidence
   2% of general        2%
    population
   1 out of 10
    students who need
    special education
    have some form of
    a DD
                        98%
General DD Characteristics

   Delayed or trouble learning to:
       Crawl or walk
       Talking or speech development
       Remembering
       Understanding social rules
       Understanding consequences of their
        actions
       Solving problems
       Thinking logically
Mild Developmental Disability

   IQ of 55-69
   Reading ability up to 7th grade level
   Requires special ed. services
   Considered “educable”
   May not be identified until 2nd or 3rd
    grade
Moderate Developmental Disability

   IQ of 35-54
   Considered “trainable”
   Difficulties with coordination
   Needs very structured classroom
   Generally taught in self-contained
    classrooms
Severe Developmental Disability

   IQ of 20-34
   Great difficulties with coordination
    and speech
   Needs constant supervision
  Profound Developmental Disability
     IQ of less than 20
     Limited, if any, speech
         2%
   3%
10%
                                Mild DD
                                Moderate DD
                                Severe DD
                                Profound DD
               85%
    Characteristics of Down Syndrome

   50 Clinical Signs
   Physical signs
   Health problems
   Atlantoaxial instability
      Classroom Management Strategies:
            General Considerations

   Plan several breaks
   Respond immediately and sincerely
   Use positive reinforcement and
    praise
   Assign jobs within classroom
   Encourage punctuality and
    scheduling
      Classroom Management Strategies:
           Academic Considerations

   Provide short and simple
    assignments
   Be as concrete as possible
   Provide structure or organization
   Instruct with small, sequential steps
   Use frequent repetition
   Use arts and crafts
      Classroom Management Strategies:
           Social Skills Development

   Encourage interaction with non-
    disabled children
   Encourage hobbies and
    extracurricular activities
True or False?

   Development disabilities are
    characterized by an intelligence
    score less than 70.




   True
True or False?

   Fragile Y syndrome is a possible
    genetic cause of DD.




   False (Fragile X)
True or False?

   Of those with DD, 85% are mildly
    disabled.




   True
True or False?

   Students with an IQ of 55-69 are
    considered trainable.




   False (educable)
True or False?

   All students with a DD are served in
    a self contained classroom.




   False
True or False?

   Limited breaks are effective when
    teaching students with a DD.




   False (many breaks)
True or False?

   Interaction with non-disabled
    students is highly encouraged.




   True
References
Cimera, R.E. (2006). Mental Retardation Doesn’t
   Mean Stupid! Lanham: Rowman and Littlefield.
National Dissemination Center for Children with
   Disabilities. (2004). Mental Retardation. Retrieved
   2/12/2007 from
   http://www.nichcy.org/pubs/factshe/fs8txt.htm
Pierangelo R. & Giuliana G.A. (2001). What Every
   Teacher Should Know about Students with Special
   Needs: Promoting Success in the classroom.
   Champaign: Research Press.
Wehmeyer, M.L. & Agran, M. (2005). Mental
   Retardation and Intellectual Disabilities. Boston:
   Pearson.