SECTION III
Understanding Specific Needs
CHAPTER 8
Intellectual Disabilities
Katie Stanton-Nichols and Martin E. Block
OBJECTIVES
1. Define intellectual disability, including defining and contrasting intelligence quotient versus adaptive behavior
2. Describe causes of intellectual disability
3. Define Down syndrome and common characteristics associated with it
4. Define fragile X and common characteristics associate with it
5. Define âlevels of intensity of supportâ
6. Describe teaching models for children with intellectual disability including levels; simplify, refine, extend, apply (SREA); and teaching style, rules/regulations, environment, and equipment (TREE)
7. Describe strategies to deal with issues related to communication, attention, and practice
8. Describe the Special Olympics and the following key aspects of the program: divisioning, Unified Sports, Motor Activities Training Program, and Young Athletes
Kasey is someone everyone just loves the minute they see her. No one is sure if itâs her smile, how hard she tries, or the fact that she stands just under 5 feet tall. Kasey has Down syndrome, which among the many attributes includes an intellectual disability. Kasey cannot read above a kindergarten level, and she gets confused and a little anxious when there are lots of people around and lots of people talking. However, she is in middle school, and she is on the lowest level volleyball team (there are so many girls who want to play volleyball that they have five teams divided by skill level). Kasey loves going to practice, and you can see she really tries her best. She is really well liked by her peers and coaches (her head coach also is one of the schoolâs physical education teachers), which is kind of amazing given that she cannot serve a ball over the net or do any of the passes unless the ball is gently tossed to her from a few feet away. But Kasey and her teammates donât seem to mind. Kaseyâs teammates are great with her. Kasey often doesnât fully understand what the coach is saying or what she wants the players to do, so Kaseyâs peers repeat directions and sometimes add extra demonstrations or assistance. Kasey also loses focus easily and sometimes just sits down to rest, but her peers are great at coaxing her back to practice. Kasey also loves to talk to her teammates, even though they have a difficult time understanding her.
Alejandro also is a middle school student with intellectual disabilities, but no one is quite sure what caused his intellectual disability. Unlike Kasey, Alejandro is very athletic and physically fit, and he can do many of the skills his peers can do in physical education. His biggest problem is his behaviorsâhe gets distracted and off task really easily, and unlike Kasey, gentle reminders from his peers often do not work. Sometimes, he gets really silly and just starts singing, talking loudly to peers, or even gets up and starts running, all while his physical education teacher is trying to give directions. His physical education teacher knows he is not doing these things to be disrespectful to her; he just seems to get full of himself and cannot control his impulses to do something. Alejandroâs peers are pretty good about not getting too distracted by him, and they try to get him to sit down and listen. Still, when Alejandro gets going, it is difficult not to lose focus and look at him.
As a physical educator, you may have encountered students with intellectual disabilities in your classroom. There are approximately 447,000 students with intellectual disabilities receiving special education services in the United States (U.S. Department of Education, 2013). Students with intellectual disabilities are often fully included in the classroom setting, and research has demonstrated high success rates engaging students with intellectual disabilities in physical education classes. The purpose of this chapter is to present information about intellectual disabilities. The chapter begins with a definition of intellectual disabilities and common characteristics of individuals with intellectual disabilities. This will be followed by a review of teaching strategies to help students with intellectual disabilities be successful in general physical education. The chapter concludes with information about Special Olympics, a sports program designed specifically for children and adults with intellectual disabilities.
WHAT ARE INTELLECTUAL DISABILITIES?
Determining who has an intellectual disability requires diagnostic cognitive testing by qualified personnel, such as the school psychologist. Most students are diagnosed with an intellectual disability after the age of 5 but will be considered developmentally delayed or âat riskâ prior to an official diagnosis. Public schools use the definition provided by the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446). According to IDEA 2004, intellectually disability is defined as âsignificantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childâs educational performanceâ (34 CFR § 300.8[c][6]). Intellectual disability is also defined slightly differently according to the American Association on Intellectual and Developmental Disabilities (AAIDD; 2010). While the IDEA definition focuses on educational performance, the AAIDD definition tends to put more focus on adaptive behavior (e.g., social skills, communication skills, life skills): âIntellectual Disabilities is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18â (AAIDD, 2010, p. 1).
The following details the two key concepts within the definition of intellectual disabilities: intellectual functioning and adaptive behavior. Recall that to qualify as a child with an intellectual disability, the child must have significant impairments in both intellectual functioning and adaptive behavior.
Intellectual functioning (intelligence) refers to general mental capability. It involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experiences (AAIDD, 2010). An individual will have a range of intelligence depending on his or her experience, general aptitude, and desire to learn certain subjects. However, to qualify for services, students with disabilities must display âsubaverageâ intellectual functioning, as measured by IQ scores.
IQ scores obtained from standardized tests are used to quantify intelligence. Average IQ is 100 with a standard deviation of 15. Standard deviation (SD) is a statistic used to describe the degree to which an individualâs score varies from the average or mean score. Two SDs above or below 100 (+/â30 IQ points, or 70â130) marks the range of typical intelligence. An IQ of 130 or higher (+2 SD above the average of 100) represents a child who would be classified as a âgenius.â An IQ of 70 or lower (â2 SD below the average of 100) would represent a child who would be classified as having an intellectual disability (Beirne-Smith, Patton, & Hill, 2015). Note that due to measurement error, a child might still be considered as having an intellectual disability with an IQ as high as 75 (AAIDD, 2010).
To understand the typical bell curve, consider how âmostâ individuals reason and solve problems. Most (approximately 95%) individuals function quite well through the day and are able to handle a range of complex issues encountered. However, a smaller percentage (approximately 2.5%) will fall below the mean IQ such that when attempting certain tasks, their ability to reason or conceptualize is significantly impaired. Historically, IQ was the mechanism used to classify various levels of severity in children with intellectual disabilities (using the outdated term mental retardation). The following shows how IQ and SD were used, as illustrated in Figure 8.1:
Figure 8.1. Typical bell curve. (From Dunn, W. [n.d.]. The bell curve: The normal distribution. Retrieved from http://classes.kumc.edu/sah/resources/sensory_processing/learning_opportunities/sensory_profile/bell_curve.htm; adapted by permission.)
The number (e.g., 75) is not as indicative of ability as are behavior attributes. Adaptive behavior refers to conceptual, social, and practical skills that people have learned so they can function in their everyday lives. Significant limitations in adaptive behavior affect a personâs daily life and the ability to respond to a particular situation or to the environment. Similar to IQ, limitations in adaptive behavior are determined by using standardized tests that are normed on the general population, such as the Vineland Adaptive Behavior Scale. Significant limitations in adaptive behavior are defined as performance that is two SDs below the mean on either one of the three types of adaptive behavior (conceptual, social, or practical) or on a composite score of adaptive behavior score (AAIDD, 2010). Table 8.1 gives specific examples of adaptive behaviors.
Tabl...