Instructor’s Manual 9-1
9
INTELLECTUAL AND DEVELOPMENTAL
DISABILITIES
INSTRUCTOR OVERVIEW
According to the American Association on Intellectual and Developmental Disabilities
(AAIDD), the term intellectual disabilities is defined by six components: intellectual abilities,
adaptive skills, participation, interaction, social roles, health, environmental context, and age of
onset. Chapter 9 explores students with intellectual and developmental disabilities. As a “label,”
intellectual disabilities is a relatively new category. Individuals with intellectual disabilities are
CHAPTER-AT-A-GLANCE
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
9-1 A CHANGING ERA IN
THE LIVES OF PEOPLE
WITH INTELLECTUAL
DISABILITIES p. 205–206
Learning Objectives:
9-1
Snapshot:
Actress Lauren Potter
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Quiz:
Wrapping It Up
9-2 DEFINITIONS AND
CLASSIFICATION OF
INTELLECTUAL
DISABILITIES p. 206–209
9-2a Definition / 9–2b
Classification
Learning Objectives:
9-2
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Quiz:
Wrapping It Up
1 Learner
Development and
Individual
Learning
Differences
6 Professional
Learning and
Ethical Practice
Instructor’s Manual 9-2
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
9-3 CHARACTERISTICS
AND PREVALENCE OF
INTELLECTUAL
DISABILITIES p. 209–213
9-3a Characteristics Common
to Children and Youth with
Intellectual Disabilities / 9–3b
Prevalence of Intellectual
Disabilities
Learning Objectives:
9-3
Learning Through Social
Media:
E-Buddies
Reflect on This:
Eunice Kennedy Shriver
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Scenario
(6 options):
o Pre–K David A
o Pre–K David B
o Pre–K David C
o Grades K–3 Tumi A
o Grades K–3 Tumi B
o Grades K–3 Tumi C
• Chapter 9 Quiz:
Wrapping It Up
1 Learner
Development and
Individual
Learning
Differences
9-4 CAUSES OF
INTELLECTUAL
DISABILITIES p. 214–217
9-4a Genetic Conditions / 9–4b
Problems During Pregnancy /
9-4c Problems During Birth /
9-4d Problems After Birth / 9–
4e Poverty Related
Deprivation
Learning Objectives:
9-4
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Scenario (6
options):
o Pre–K David A
o Pre–K David B
o Pre–K David C
o Grades K–3 Tumi A
o Grades K–3 Tumi B
o Grades K–3 Tumi C
• Chapter 9 Quiz:
Wrapping It Up
9-5 IDENTIFICATION
AND ASSESSMENT OF
INTELLECTUAL
DISABILITIES p. 217
Learning Objectives:
9-5
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Quiz:
Wrapping It Up
1 Learner
Development and
Individual
Learning
Differences
4 Assessment
Instructor’s Manual 9-3
DETAILED
OUTLINE
TRADITIONAL
LEARNING
ONLINE
LEARNING
CEC
STANDARDS
9-6 INTERVENTIONS
AND TREATMENTS FOR
INTELLECTUAL
DISABILITY p. 217–223
9-6a Early Childhood
Education / 9–6b Elementary
Education / 9–6c Adolescent
Education and Transition to
Adulthood
Learning Objectives:
9-6
Assistive Technology:
Assistive Technology for
People with Intellectual
Disabilities
Case Study on
Embracing Diversity:
Lucy
Community Support for
Lifelong Inclusion:
People with Intellectual
Disabilities
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
• Chapter 9 Video Case:
Bobby: Serving a Student
with Special Needs in an
Inclusive Elementary
Classroom
• Chapter 9 Quiz: Did You
Get It?
• Chapter 9 Scenario (6
options):
o Pre–K David A
o Pre–K David B
o Pre–K David C
o Grades K–3 Tumi A
o Grades K–3 Tumi B
o Grades K–3 Tumi C
• Chapter 9 Quiz:
Wrapping It Up
1 Learner
Development and
Individual
Learning
Differences
2 Learning
Environments
4 Assessment
5 Instructional
Planning and
Strategies
6 Professional
Learning and
Ethical Practice
LOOKING TOWARD A
BRIGHT FUTURE p. 226
PowerPoint Slides:
Ch. 9
Test Bank:
Ch. 9
LEARNING OBJECTIVES
After completing this chapter, your students should be able to:
9-1 Describe how the lives of people with intellectual and developmental disabilities have
9-2 Explain the various definitions and classifications of intellectual disabilities.
9-3 Describe the characteristics and prevalence of children and youth with intellectual
9-6 Describe the different interventions for children and youth with intellectual disabilities
from early childhood through adulthood.
Instructor’s Manual 9-4
Copyright © 2017 Cengage Learning. All rights reserved.
CHAPTER/LECTURE OUTLINE
• 9-1 A CHANGING ERA IN THE LIVES OF PEOPLE WITH INTELLECTUAL
DISABILITIES
o This chapter is about people with an intellectual disability—those whose ability
to understand the world and develop meaning from social networks may differ
• 9-2 DEFINITIONS AND CLASSIFICATION OF INTELLECTUAL
DISABILITIES
o 9-2a Definition
! American Association on Intellectual and Developmental Disabilities
(AAIDD) definition of intellectual disability has evolved over the years.
! Intellectual Functioning: Intellectual functioning, often referred to as
intelligence, includes an individual’s ability to reason, plan, solve
o 9-2b Classification
! To more clearly understand the diversity of people with intellectual
disabilities, several classification systems have been developed. Each
classification method reflects an attempt by a particular discipline (such as
medicine or education) to better understand and respond to the needs of
individuals with intellectual disabilities.
! Severity of the Condition: The extent to which a person’s intellectual
• 9-3 CHARACTERISTICS AND PREVALENCE OF INTELLECTUAL
DISABILITIES
Instructor’s Manual 9-5
Instructor’s Manual 9-6
Copyright © 2017 Cengage Learning. All rights reserved.
inadequate health care. Each of these factors increases the risk of
intellectual disability.
• 9-5 IDENTIFICATION AND ASSESSMENT OF INTELLECTUAL
DISABILITIES
o To determine if a person has an intellectual disability, assessments of intelligence
• 9-6 INTERVENTIONS AND TREATMENTS FOR INTELLECTUAL
DISABILITY
o The provision of appropriate services and supports for individuals with
intellectual disabilities is a lifelong process.
o 9-6a Early Childhood Education
! Children with mild intellectual disabilities may exhibit subtle
developmental delays in comparison to age mates, but parents may not
o 9-6b Elementary Education
! Public education is a relatively new concept as it relates to students with
intellectual disabilities, particularly those with more severe characteristics.
! Academic Skills: A significant relationship exists between measured IQ
and academic achievement.
o 9-6c Adolescent Education and Transition to Adulthood
! The goals of an educational program for adolescents with intellectual
disabilities are to increase personal independence, enhance opportunities
for participation in the local community, prepare for employment, and
facilitate a successful transition to the adult years.
! Personal Independence and Participation in the Community: The term
Instructor’s Manual 9-7
Copyright © 2017 Cengage Learning. All rights reserved.
interaction, a basis for personal identity and status, and a chance to
contribute to the community.
• LOOKING TOWARD A BRIGHT FUTURE
o With the passage of civil rights and federal education legislation in the late 20th
DISCUSSION QUESTION STARTERS
1. Should all children, regardless of disability, attend school?
2. What evaluative judgments and beliefs are embedded in the words you hear when people
talk about intellectual disabilities?
3. What makes a setting inclusive for children with intellectual disabilities?
4. Describe your own experiences with people in your community with significant cognitive
disabilities. If you have not had any, why might that be?
5. What barriers do people with intellectual disabilities encounter?
6. Why were children with disabilities historically denied a public education? Why this
helpful to society or to children?
IN-CLASS OR ONLINE ACTIVITY SUGGESTIONS
ACTIVITY 1
INTRODUCTION: Individuals with severe intellectual disabilities depend on others to maintain
most basic life functions. For many years, these persons were excluded from public schools
because of the extreme nature of their disability. Some people continue to believe that
educational programming for this population is nothing more than a baby-sitting service.
ACTIVITY: Discuss the following questions with students:
• Should all children, regardless of disability, attend school?
ACTIVITY 2
INTRODUCTION: Generally, children with intellectual disabilities understand concrete concepts
more readily than abstract concepts. Thus, the child with intellectual disabilities will learn more
from contact with an actual object than from a representation or symbol.
Instructor’s Manual 9-8
Copyright © 2017 Cengage Learning. All rights reserved.
ACTIVITY: Discuss with students possible implications of emphasizing concrete concepts and
actual objects in teaching students with intellectual disabilities. Afterward, instruct class
members to list several activities that would focus on concrete learning.
ACTIVITY 3
INTRODUCTION: For the majority of persons with moderate to profound intellectual disabilities,
problems are evident at birth. A diversity of causes and syndromes is associated with intellectual
disabilities.
ACTIVITY 4
INTRODUCTION: Intellectual disabilities may be caused by improper prenatal care, including
maternal infection, substance abuse, and poor nutritional and medical care. Such problems are
prevalent among young and poor mothers.
ACTIVITY: Discuss the availability of community programs that can help mothers at risk (e.g.,
prenatal classes, nutrition programs). Questions to discuss with students include:
• What could be done to improve awareness of the effects of improper prenatal care?
ACTIVITY 5
INTRODUCTION: Early supporters of mainstreaming believed that students with intellectual
disabilities would assimilate social skills simply by interacting with their peers without
disabilities. This did not occur, however.
ACTIVITY: Discuss with students their thoughts on the school’s role in teaching social skills to
students with intellectual disabilities. Questions to address include:
• What learning characteristics of individuals with intellectual disabilities might explain
ACTIVITY 6
INTRODUCTION: The area of social skills may focus on the development of personality
characteristics conducive to successful integration in society.
ACTIVITY: Guide class members in a discussion of which personal skills support successful
integration. Can these skills be prioritized? Discuss strategies such as modeling or role-playing.
Demonstrate how these strategies could be used to teach social skills.
Instructor’s Manual 9-9
Copyright © 2017 Cengage Learning. All rights reserved.
ACTIVITY 7
INTRODUCTION: Augmentative communication must be considered when a child is unable to
develop verbal skills as an effective means of communication.
ACTIVITY: Gather samples of various communication systems (e.g., picture communication
boards and electronic devices), and provide students the opportunity to use them. Afterward,
discuss the experience with students. Questions to address include:
• Which communication systems did they prefer?
ACTIVITY 8
INTRODUCTION: Adaptive scales—such as the Vineland Social Maturity Scale, the Scales of
Independent Behavior, and the AAMR Adaptive Behavior Scale—are used to assess the child
and provide information for planning educational programs.
ACTIVITY: Assign class members to look at various adaptive scales and discuss the type of
information each test provides.
ACTIVITY 9
INTRODUCTION: Adolescents with intellectual disabilities should have opportunities for contact
with individuals without disabilities, other than caregivers. They should have access to
community events, sustained social relationships with other individuals, and involvement in
choices that affect their lives. For persons who do not have disabilities, eating at a restaurant,
ACTIVITY 10
INTRODUCTION: As future special and general educators, class members may be responsible for
including students with disabilities in general education settings.
ACTIVITY: Provide students with a typical daily schedule from an elementary level classroom.
Have students list educational opportunities for children with varying disability levels provided
by this schedule. For example, for students who need practice with socialization skills, the
settings at lunch, recess, gym, homeroom, and music can be ideal. For students who need to learn
to attend to tasks, specific tasks should be scheduled into academic periods of the day.
Instructor’s Manual 9–10
Copyright © 2017 Cengage Learning. All rights reserved.
VIDEO ACTIVITIES
ACTIVITY 1
VIDEO: AAIDD Video Library
VIDEO URL: http://aaidd.org/education/video-library
ACTIVITY: For greater understanding of the issues and challenges for those with intellectual
disability, watch videos on topics such as health, behavior, supports, and more at the AAIDD’s
Video Library. Afterward, discuss with students which videos they found most helpful. Which
videos would they suggest to professionals who serve this population?
ACTIVITY 2
VIDEO: Let’s Talk About Intellectual Disabilities
VIDEO URL: http://tedxtalks.ted.com/video/Lets-Talk-About-Intellectual-Di
DEBATE FORUM
Why Is Using the “R” Word Such a Big Deal? It’s Only a Word
POINT
“WORDS HURT. And the pain stays and even grows, and I took it in silence. But I
shouldn’t have had to. No one should have to. I support this cause [“Spread the
Word to End the Word”] because it’s giving back to us the faith in ourselves that
we’ve lost. It’s what gives us the power to beat bullying and stop it from happening
to others. It’s empowering, and it gives me hope. Imagine a world without
bullies…”
As young children, we’re taught that “sticks and stones may break my bones, but words will
never hurt me.” We repeated this phrase to ourselves whenever we were teased by other kids. As
we grow older, though, we start to realize the truth: Words can hurt. Many times, they leave
emotional scars that—unlike broken bones—don’t always heal easily with time. Sometimes,
words that aren’t necessarily meant to offend can still be painful. In fact, many words exist that
young people—and even adults—use regularly that have the power to perpetuate stereotypes and
hurt others’ feelings. One of these words is the “r-word.” As the mother of a son with Down’s
Instructor’s Manual 9–11
Copyright © 2017 Cengage Learning. All rights reserved.
people probably don’t even realize that this word sends the message that it’s okay to make fun of
students with disabilities, or—worse yet—to disregard them completely.
SOURCE: Adapted from Hertzog, J. (2015). ‘I just didn’t know’: The power of language.
Retrieved January 20, 2016, from https://usodep.blogs.govdelivery.com/2010/10/04/i-just-didnt-
know-the-power-of-language/.
COUNTERPOINT
How does a word, such as the “R” word, take on such a negative connotation? If we stopped
using the word, wouldn’t it just be replaced by other negative words, such stupid, dumb, idiot, or
imbecile? Using words to label people for good or bad is a part of who we are as society and is
used extensively by government, in our schools, and throughout our communities So, if using a
word, such as the “R” word, to label a person has such negative consequences, why do we keep
doing it? The reason is simple. The problem isn’t with the “R” word, or any other controversial
word for that matter, it is the intent behind the use of the word. Sure, you can eliminate the “R”
TAKE A STAND
1. What are your feelings on the “R” word? Do you think society is making too big a deal
over it? Explain your answer.
CASE STUDY FEEDBACK
Lucy
1. Why is Lucy able to represent herself at her transition IEP meeting?
Lucy is over the age of 16 and is required to be included in transition IEP meetings. At
2. Why is it so important to include a broad range of people (teachers, administrators,
social workers, community advocates) on Lucy’s transition planning meeting?
Including a broad range of people active in the meeting will ensure access to early
intervention, education, and behavioral supports that offer Lucy opportunities for choice,
social integration, post-school training, and employment. Lucy’s educational program
Instructor’s Manual 9–12