Intellectual Disabilities Intervention

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The authors classified the following as high prevalent disability: intellectual disabilities, learning disabilities, emotional or behavioral disorders, attention-deficit/hyperactivity disorders and autism spectrum disorders. According to Raymond (2012) Intellectual disabilities “refers to significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period.” Furthermore, the IQ requirement the qualifies a student as intellectual disabled has changed over time, however it is currently at 70 > below being mild intellectual disability and moderate intellectual disability being 35 to 55, severe intellectual disability being 20 to 40 and profound intellectual …show more content…
Furthermore, the prevalence of intellectual disabilities is found to range between 1 to 3 percent (Raymond, 2012).
Conventionally when students are referred for services they are assessed by appropriate educators which can include school psychologists, general education teacher and/or special education teacher. After this process is finalized and the student is found to have a disability and individualized education plan would be created and an IEP meeting will be called with the child guardian to discuss placement, accommodations and goals for the student. Intervention strategies base on the disability for example, medication, therapeutic intervention, and classroom and testing accommodations such as extra time on test, and modified test.
The author treats the organization and design of instructional interventions of intellectual disabilities differently by considering an alternative instructional model that supplement the more traditional model of
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In fact, 1 in 68 children are diagnosed with Autism Spectrum Disorder (Autism Speaks, 2016) Moreover, to be diagnosed with autism you must show symptoms’ in the following categories: qualitative impairment in social interaction, qualitative impairment in communication restricted, repetitive and stereotyped patterns of behavior, and interest and activities (Kuder, 2013). In the article the article “Including Children with Autism in General Education Classrooms: A Review of Effective Strategies” the author 's takes an in-depth look on effective strategies teachers can use in the classroom while working with children with autism. According to the article “antecedent manipulations, delayed contingencies, self-management, peer-mediated interventions, and other approaches that have been demonstrated in the literature to be useful.” However, the author 's emphasis the need for further research on the topic of classroom strategies for children with autism in

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