Jack is a third grade boy, who loves army, Minecraft, and running around in circles, but what may not be obvious is that Jack has a disability. Jack suffers from a mild intellectual disability (MID), which means that he struggles with limitations in intellectual functioning and adaptive behaviors (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016). The mild aspect of Jack’s intellectual disability, although not as severe or profound as in some cases, is still a significant deficit in his life and the lives of other students with MID. Jack suffers with academic, social-emotional, and behavioral problems on a daily basis with some days being more severe. Jack is currently working two grade levels behind his expected level, while he spends sixty-five
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This was deemed as the least restrictive environment for Jack, which is also the school’s most restrictive environment for students’ with disabilities.
An intellectual disability is defined as “significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance” (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016). The two main characteristics of an intellectual disability, as mentioned on page 189 of Exceptional Lives: Special Education in Today’s Schools, is significant limitations in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical adaptive skills (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016). Students with intellectual disabilities would have an IQ of …show more content…
One similarity with the resources mentioned here is that Jack does have negative interactions or disruptive behaviors in the classroom, which can become physical. Jack has had problems in and out of school with being disruptive and causing fights, which have led to physical altercations with other students. Another similarity is Jack’s negative self-image, which was noted when I overheard Jack call himself “stupid,” when he couldn’t solve a problem. Although Jack has a negative self-image, he is determined to work and strives to achieve a better education, which is a difference from the resources. Jack constantly wants to solve math and word puzzles, even if they are hard, and he will push forward until he succeeds. Jack also doesn’t break rules very often, which is a difference, but the teacher mentioned that he has come a long way over the course of the year. While I was observing Jack, he followed the rules well, and only once did he break a rule by taking someone’s
This was deemed as the least restrictive environment for Jack, which is also the school’s most restrictive environment for students’ with disabilities.
An intellectual disability is defined as “significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child’s educational performance” (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016). The two main characteristics of an intellectual disability, as mentioned on page 189 of Exceptional Lives: Special Education in Today’s Schools, is significant limitations in intellectual functioning and adaptive behavior as expressed in conceptual, social, and practical adaptive skills (Turnbull, Turnbull, Wehmeyer, & Shogren, 2016). Students with intellectual disabilities would have an IQ of …show more content…
One similarity with the resources mentioned here is that Jack does have negative interactions or disruptive behaviors in the classroom, which can become physical. Jack has had problems in and out of school with being disruptive and causing fights, which have led to physical altercations with other students. Another similarity is Jack’s negative self-image, which was noted when I overheard Jack call himself “stupid,” when he couldn’t solve a problem. Although Jack has a negative self-image, he is determined to work and strives to achieve a better education, which is a difference from the resources. Jack constantly wants to solve math and word puzzles, even if they are hard, and he will push forward until he succeeds. Jack also doesn’t break rules very often, which is a difference, but the teacher mentioned that he has come a long way over the course of the year. While I was observing Jack, he followed the rules well, and only once did he break a rule by taking someone’s