Ch9+Notes

** Understanding Students with Intellectual Disabilities  ** After studying this chapter, you should be able to: ·  Identify and define the characteristics of students with intellectual disabilities. ·  Explain the causes of intellectual disabilities. ·  Describe successful instructional practices for students with intellectual disabilities ·  Explain vocational and transition needs of students with intellectual disabilities. Slide 2: Chapter 9 Objectives // -Present slide 2 and review the chapter objectives // Slide 3: Defining Intellectual Disabilities // -Present slide 3 and discuss the AAIDD definition of intellectual disabilities // Go to the Activities and Application section in Chapter 9 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions, think about the kinds of outcomes that could be possible for this child with the early intervention she is receiving. Slide 4: Five Assumptions Essential to the Application of the Definition // -Present slide 4 and discuss the five assumptions essential to the application of the definition of intellectual disabilities // Slide 5: Definitions of Intensities of Support // -Present slide 5 and discuss the intensities of support // Slide 6: Prevalence of Intellectual Disabilities // -Present slide 6 and discuss the prevalence of intellectual disabilities // Slide 7: Characteristics of Intellectual Disabilities // -Present slide 7 and discuss the characteristics of intellectual disabilities // Slide 8: Determining the Causes // -Present slide 8 and discuss the causes of intellectual disabilities // Slide 9: Evaluating Students with Intellectual Disabilities // -Present slide 9 and discuss how to determine the presence of Intellectual Disabilities // Slide 10: Partnering for Special Education and Related Services // -Present slide 10 and discuss transition services for students with intellectual disabilities // Remind students: Go to the Activities and Application section in Chapter 9 of MyEducationLab and complete Activity 2. As you watch the video clip, consider whether or not the guided notes study cards would be a good strategy for Stephen Sabia’s teachers to implement. Slide 11: Partnering for Special Education and Related Services // -Present slide 11 and discuss four levels of transition teams // Slide 12: Determining Supplementary Aids and Services // -Present slide 12 and discuss paraprofessionals // Remind students: Go to the Building Teaching Skills and Dispositions section in Chapter 7 of MyEducationLab and complete the activities. As you watch the video, think about how you could incorporate social skills instruction into these conflict resolution strategies. Slide 13: Planning for Other Educational Needs ­//-Present slide 13 and discuss functional skills// Slide 14: Early Childhood Students // -Present slide 14 and discuss prelinguistic milieu teaching // Remind students: Go to the Activities and Application section in Chapter 9 of MyEducationLab. As you complete Activity 3 think about how you would implement some of these strategies into your teaching. Slide 15: Early Childhood Students // -Present slide 15 and discuss steps to prelinguistic milieu teaching // Slide 16: Elementary and Middle Schools Students // -Present slide 16 and discuss the Self-determined Learning Model of Instruction // Slide 17: Secondary and Transition Students // -Present slide 17 and discuss community-based instruction // Remind students: Go to the Activities and Application section in Chapter 9 of MyEducaitonLab and complete Activity 4. As you watch the video and answer the accompanying questions, think about how these two women have benefited from the strategies discussed here. Slide 18: Measuring Students’ Progress // -Present slide 18 and discuss progress in the general education curriculum // Slide 19: Measuring Students’ Progress // -Present slide 19 and discuss ecological inventory process and life space analysis // Slide 20: Making Accommodation for Assessment // -Present slide 20 and discuss testing accommodations for students with intellectual disabilities // 1. At the beginning of class, have students read the case study at the beginning of the chapter. Discuss the student’s strengths, weaknesses, support systems, family-professional collaboration, and educational program. 2. Have students create a brochure about the disability addressed in the chapter. The brochure can be trifold and include: a definition of the disability, causes of the disability, characteristics of the disability, inclusion ideas, and disability support/information groups. If students have access to computers they can do the brochure on the computer and print it. If brochures are done for each chapter, give copies to each student in the class to keep for informational purposes for themselves or others. 3. Assign each student or pair of students a disability. Have the students prepare a class presentation of the disability to include definition of the disability, causes and prevalence, characteristics, assistive technology ideas, inclusion ideas, and information/support groups. Students can present each disability during a different class time. You can pair this with the brochure activity and have the students prepare the brochure as a handout to accompany their presentation. 4. K-W-L: Present the K-W-L on chart paper. At the beginning of class have students tell what they Want to know about intellectual disabilities and what they Want to know about intellectual disabilities. Don’t forget to revisit the chart at the end of class to discuss what they learned about intellectual disabilities. **// 5. Forrest Gump //** © 1994 142 minutes - Show a portion or all of Forrest Gump and allow students to discuss the film. About Forrest Gump - During early childhood, it was determined that Forrest’s cognitive abilities were considerably below average and that he displayed characteristics of mild mental retardation. The film follows Forrest through his life and shows his overcoming his disability to achieve great things. 6. At the end of class, have students revisit the case study at the beginning of the chapter. Use the questions at the end of the chapter, “What do you think?” to facilitate discussion. 1. Go to the Activities and Application section in Chapter 9 of MyEducationLab and complete Activity 1. As you watch the video and answer the accompanying questions, think about the kinds of outcomes that could be possible for this child with the early intervention she is receiving. 2. Go to the Activities and Application section in Chapter 9 of MyEducationLab and complete Activity 2. As you watch the video clip, consider whether or not the guided notes study cards would be a good strategy for Stephen Sabia’s teachers to implement. 3. Go to the Activities and Application section in Chapter 9 of MyEducationLab. As you complete Activity 3 think about how you would implement some of these strategies into your teaching. 4. Go to the Activities and Application section in Chapter 9 of MyEducaitonLab and complete Activity 4. As you watch the video and answer the accompanying questions, think about how these two women have benefited from the strategies discussed here. 1. Go to the Building Teaching Skills and Dispositions section in Chapter 7 of MyEducationLab and complete the activities. As you watch the video, think about how you could incorporate social skills instruction into these conflict resolution strategies. 
 * Chapter 9 **
 * Chapter Objectives **
 * Chapter Overview/Presentation Outline **
 * I: Introduction **
 * II. Identifying Students with Intellectual Disabilities **
 * III. Evaluating Students with Intellectual Disabilities **
 * IV. Designing an Appropriate IEP **
 * V. Using Effective Instructional Strategies **
 * VI. Assessing Students’ Progress **
 * Class Activities **
 * MyEducationLab assignments **
 * Activities and Applications **
 * Building Teaching Skills **