INTELLECTUAL DISABILITIES:MILD INTELLECTUAL DISABILITY AND DEVELOPMENTAL

DISABILITYMINISTRY DEFINITIONS

MILD INTELLECTUAL DISABILITYA learning disorder characterized by: a)an ability to profit educationally within a regular class with the aid of considerable curriculum modification and supportive serviceb)an inability to profit educationally within a regular class because of slow intellectual developmentc)a potential for academic learning, independent social adjustment and economic self-support

DEVELOPMENTAL DISABILITYA severe learning disorder characterized by: a)an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual developmentb)an ability to profit from a special education program that is designed to accommodate slow intellectual developmentc)a limited potential for academic learning, independent social adjustment and economic self- supportWhile not included in the Ministry Definition, it is important to note that learners who are identified as having a developmental disability are often also diagnosed as having a medical/developmental disorder such as Down’s Syndrome, Fragile X Syndrome, Cerebral Palsy, Spina Bifida, Tourette’s Syndrome or Muscular Dystrophy or Fetal Alcohol Syndrome.

IQ Score Expectations

Below 25

Student may learn basic self-care and communication skillsFull time ed. Assistant or tech. support (or both) likely.

25 - 40

Part- to full-time support providing instruction for limited independence. Self-help and social skills emphasized.Some life-long assistance likely needed.

40-55With support may learn independent life skills, self-care and basic academic skills.Supervised independence possible.

55-70

Academic achievement to grade 5 or more is possible with intermittent support.Secondary school academic programs may present a challenge.

By:Jennifer McBain Robin Kapoor & Angela Nell

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CHARACTERISTICS OF DEVELOPMENTAL DISABILITY

CHARACTERISTICS OF MILD INTELLECTUAL DISABILITY

• Delays in Cognitive Development• Difficulties with Appropriate Social Relationships• Delays in Adaptive Skill Areas• Low Self-Esteem• Difficulties Understanding Abstract Concepts

ACCOMMODATIONS, MODIFICATIONS AND STRATEGIES FOR

MID AND DD LEARNERS

•Language Delay •Self-Help Delay

•Gross motor Delay •Social Skills Delay

•Fine Motor Delay •Global Delay

MODIFICATIONS ACCOMODATIONS

• Change learning tasks with similar topic by simplifying or condensing, combining or grouping, or by using special coding. • Give easier questions on same concept.• Use high interest/low vocabulary resources.• Give more concrete assignments on a related topic.• Use high interest/low vocabulary resources.• Self-contained special class.• Lowering the grade level of a child's work.

• Adapt the assessment format • Assistive devices and technology resources • Divide the test into parts• Provide the student with a quiet location, free from distractions • Additional time for tests, or assignments• Read of clarify questions (possibly rephrase them)• Provide prompts • Highlight key words or instruction for emphasis• Make use of graphic organizers or checklists • Keep lessons concrete• Provide auditory supports• Provide close proximity to the teacher.

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REFERENCES AND RESOURCES

• American Association on Intellectual and Developmental Disabilities (AADI); formerly the American Association on Mental Retardation (AAMR) www.aamr.org

• Special Education for Today's Teachers: An Introduction , by M.S. Rosenberg & D.L. Westling & J. McLeskey, 2008 edition p. 203, 207-210

– http://www.education.com/reference/article/faq-students-mild-intellecutal-disabilities/

– http://www.education.com/reference/article/characteristics-intellectual-disabilities/

• The Ontario Curriculum Unit Planner – Special Education Companion http://www.edu.gov.on.ca/eng/policyfunding/ocup/documents/speced2002.pdf

• The Ontario Ministry of Education Special Education Handbook http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide.html

• “What is Intellectual Disability?” by Y. Lachapelle http://www.declaracionmontreal.com/docs/intellectual_disability.pdf

PROGRAMMING OPTIONS FOR MID AND DD LEARNERS

OSSD OSSCCertificate of

Accomplishment

Requirements: •18 Compulsory Credits •12 Optional Credits •40 Hours of Community involvement activities •Passing grade onthe OSSLT

Requirements:•7 Compulsory credits •7 Optional credits

May be granted to students who leave school before fulfilling the diploma or the certificate

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