2019 intrinsic barriers intellectual impairments
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This document discusses intellectual impairments and strategies for supporting learners with intellectual impairments in the classroom. It defines intellectual impairments as limitations in intellectual functioning and adaptive behavior that originate before age 18. The document outlines causes of intellectual impairments including genetic factors and environmental factors. It also discusses consequences of intellectual impairments for learners in areas like physical, social, and independence. The document provides guidance for teachers on identifying learners' needs, developing support profiles, and implementing strategies to support learners with intellectual impairments, such as allowing breaks, using simple instructions, and encouraging interaction with other students.
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2019 intrinsic barriers intellectual impairments
- 1. Intrinsic Barriers to Learning & Development in the Foundation Phase Classroom -Intellectual Impairments - Presented by Dr Soraya Motsabi
- 2. CONTENT OVERVIEW Learning Units 2: Intellectual Impairments Understand and Identify Signs Assess the Learners Needs Practically Support the Learner You need to be able to.
- 3. BARRIERS TO LEARNING EMOTIONAL BARRIERS LITERACY BARRIERS SPOKEN LANGUAGE READING, SPELLING &WRITING SECOND LANGUAGE LEARNING MATHEMATICAL PROBLEMS DISCALCULA DYSLEXIA INTRINSIC LEARNING BARRIERS ADHD INTELLECTUAL IMPAIRMENT AUTISM
- 5. INTELLECTUAL IMPAIRMENT Disability is a matter of perception. If you can do just one thing well, you're needed by someone. - Martina Navratilova Intellectual impairment Mental handicap Mental retardation Mental disability Cognitive development Cybernetic model for teaching practice Teaching learners with intellectual impairment
- 6. Intellectual Impairments Identifying, Assessing and Supporting Study Chapter 23: Learning Impairment from your prescribed book: Addressing Barriers to Learning by Landsberg , Kruger & Swart (2011:399) ADDESSING BARRIERS TO LEARNING: A SOUTH AFRICAN PERSPECTIVE 2008 CHAPTER 17
- 7. Defining Intellectual Impairments Significant limitations both in: intellectual functioning (learning, reasoning, problem solving, memory, thinking) adaptive behavior (includes many everyday social and practical skills) Origin before age 18
- 8. WHAT IS INTELLECTUAL IMPAIRMENT Use of different terms over the years (idiot; retarded etc unacceptable SA White Paper 6: disability and intellectual impairment adopted Important for teachers to equip themselves to be able to deal with these learners HISTORICAL DEFINITION Widespread impairment 3.3% of overall population More males 3:2 than females More have mild intellectual impairment than severe PREVALENCE Sub average general intellectual functioning that originates in the developmental period and is associated with impaired maturation and learning, and social maladjustment. Retardation is commonly defined in terms of intelligence quotient:
- 10. Intellectual impairment is a particular state of functioning. It is not a medical disease or a mental disorder. There is an internationally accepted definition for intellectual impairment, developed by the American Association on intellectual impairment (AAMR). According to this definition intellectual impairment refers to substantial limitations in present functioning. It is characterized by: significantly below average intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication self-care home living social skills, community use self-direction health and safety functional academics leisure work.
- 11. Limitations in scholastic ability Mental retardation Level IQ Range Educational Category 1. Mild 50-70 IQ Educable; 85% of population of MR; Acquire Communication and Academic Skills up to Grade 6; Vocational Training; Supervision; Considered educable; Can get jobs later in life 2. Moderate 35-50 IQ Trainable; 10% of population of MR; Acquire communication and Academic Skills up to Grade 2; Vocational Training; Supervised personal care, work and living settings; Need structured classrooms 3.Severe 20-35 IQ 3-4% of MR population; little or no communicative speech; familiar with alphabet, counting, sight reading survival words; trained in elementary self care skills; simple tasks in closely supervised work settings 4. Profound 20 and below 1-2% of MR population; cannot measure performance on IQ test too impaired / uncooperative to perform on it.
- 12. Limitations in these areas Intellectual Impairments Conceptual Skills Social Skills Practical Skills Language Literacy Money Time Number concepts Self-direction
- 13. Causes of intellectual impairment External causes/ Extrinsic factors Poverty Linguistic deprivation Low literacy levels of parents Poor nutrition Unsuccessful child rearing practices Lack of motivation Lack of schooling Environmental toxins Medical conditions eg HIV/AIDS Labelling Internal Causes/Intrinsic factors PRENATAL CAUSES Chromosomal abnormalities leading to Down syndrome (WATCH VIDEO) Phenylketonoria (Watch Video) Fragile X syndrome Fetal alcohol syndrome OTHER FACTORS Smoking Drug abuse POST NATAL CAUSES PRENATAL AND PERINATAL CAUSES
- 16. Consequences of intellectual impairment for learners. - Physical aspects -Moral aspects -Self-concept -Social aspects -Personality aspects -Independence
- 17. Role of the Teacher The 4 Levels of Intensities and Supports (from least TO most intensive and supportive) 1. Intermittent 2. Limited 3. Extensive 4. Pervasive
- 18. STRATEGIES OF CLASSROOM MANAGEMENT Allow for many break throughout the school day. Children with MR may require time to relax and unwind. Always speak directly to the child so he can see you. Never speak with your back to him Build a foundation of success by providing a series of short and simple assignments. Encourage interaction with children without disabilities. Assign jobs to the child in the classroom so that he/she can feel success and accomplishment. Monitor the childs diet. Some children with MR are on very strict diets.. Encourage interaction with children without disabilities
- 19. Teacher Skills required to work with Intellectual Impairments Know and understand side effects of medications on learning Know personal characteristics of learners Work as a member of a support team: class support team or institutional level support team district based support team informal support Know and use Learner in Context Assessment and Support Profile Know support strategies for developing cognitive and metacognitive (monitoring and control) abilities
- 20. Learner in Context Assessment and Support Profile (LCASP) A model to visually organize information. Helps teachers: screen, identify and assess difficulties and plan for individual support. Helps assess change and functioning over time. Tool for the teachers critical self reflection. Factors to consider when compiling a support plan: Predisposing/precipitating/intensifying intrinsic factors as barriers to learning Learners strengths Contextual risk factors Contextual assets classroom, family, school, education system Consideration to developmental history, physiological and physical functioning; emotive (affective) functioning; cognitive functioning; communication and behavioral functioning.
- 21. Case Study: Skippy Nkosi Skippy Nkosi is 10 Years Old and in Grade 2 at Funda and you are his class teacher. You have just started teaching his class having taken over from the previous teacher who resigned because of work stress. After observing him for a month, you are concerned about his progress at school and decide to read his Learner Profile to get some background information. In the Profile you find a completed Informal Adaptive Behaviour Inventory, done by his previous teacher. You can see that he needs support, so you need to now fill out a Support Needs Assessment (SNA 1 & 2) School Level Intervention document.
- 22. Skippys Learner Profile What kinds of information would you look out for in Skippys Learner Profile, specifically in these sections: medical information section; early interventions services rendered, schools attended; areas needing ongoing support
- 23. Skippys Support Need Assessment (SNA 1 &2) You suspect that Skippy is moderately intellectually impaired, what things are you likely to state as areas of concern? Describe how moderate intellectual impairment can affect Skippys: Ability to communicate Ability to learn Behaviour and social competence Health, wellness and personal care What would you do differently to support Skippy with
- 24. 24 Recommend suitable play and stimulation to parents Maternal Depression Caring for a child with developmental delay is very demanding. Assess for depression: Are you ok? How are you coping? Do you feel that this is too difficult for you? Do you have time to rest or visit relatives and friends? Poorly Simulating Environment How do you play with your child? How do you communicate with your child?
- 25. 25 Recommend suitable play and stimulation to parents Maternal Depression Caring for a child with developmental delay is very demanding. Assess for depression: Are you ok? How are you coping? Do you feel that this is too difficult for you? Do you have time to rest or visit relatives and friends? Poorly Simulating Environment How do you play with your child? How do you communicate with your child?
- 26. Identify and treat reversible causes of ID Alleviate suffering for child and family Promote healthy development towards greatest possible independence. 26
- 27. Evidence-Based Treatments: Etiological treatment if cause is known and treatable Parent skills training Behaviour intervention for challenging behaviour Psychoeducation Physio/speech/occupational therapy (when available) 27
- 28. Family psychoeducation explain problem to carers give parents skills to support child development promote participation in family, school and community life address psychosocial needs of carers Advice for teachers Manage risk/contributing factors hearing and vision problems nutrition maternal depression lack of stimulation Manage co-occurring epilepsy, depression and behaviour problems 28
- 29. Many effective parent training programs available to reduce behavior problems and increasing adaptive functioning In the absence of formal training teach parents about promoting learning and managing challenging behavior etc.)
- 30. 30
- 31. Not much evidence for effectiveness Only use after comprehensive assessment and in combination with psycho-social treatment Antipsychotics sometimes useful in crisis situations, short-term use safer Doses: start low go slow! Sensitivity to medication common in ID Co-morbidity (e.g. depression, ADHD) can be treated in the same way as in non-ID children
- 32. Which children with ID should be seen in pediatrics? Who should be seen in psychiatry? Who should receive community care? What training do workers in the community need to care for children with ID? Who should deliver the training?
- 33. Primary (preventing occurrence of ID): Prenatal: (toxins, infections incl. HIV) Peri-natal: (delivery, neo-natal screening) Post-natal: (immunization, treatment for infections, safe and enriching environment) Secondary (halting disease progression): Discover ID early, provide stimulation for optimal development Tertiary (maximizing functioning) Support for families
- 34. American Association on Intellectual and Developmental Disabilities Australian Institute of Health and Welfare Australasian Society for Intellectual Disability Center for Effective Collaboration and Practice Council for Exceptional Children (CEC) Downs Syndrome Association (UK) European Association of Intellectual Disability Medicine Independent Living Canada National Center on Birth Defects and Developmental Disabilities (US) National Dissemination Center for Children with Disabilities (US)