MANAGEMENT OF INTELLECTUALLY CHALLENGED PEOPLE

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MANAGEMENT OF INTELLECTUALLY CHALLENGED PEOPLE

• BY
• MRS.RUK.E.NAZ
• VICE PRINCIPAL
• NSEC(MRC)
• ISLAMABAD

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INTRODUCTION

• Intellectual disability is life-long condition
  and cannot be medically treated, The fact is
  difficult to accept , but we have to find the
  better solution , to provide care to these
  people.
• Scientific research has shown the intellectual
  disable can live healthy and to some extent
  independent life if we provide right kind of
  support and services as health care early
  intervention , education , vocational training
  and so on.

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• As citizen of a civilized society ,it is the
  right of intellectually challenged people to lead
  their lives with respect and dignity.
• This is possible if we bring positive change in
  the society .
• Family perceptive is also important when we talk
  about intellectually disabled family support is
  very important to get better result to achieve
  these aims professionals from many fields,
  families ,NGOs and society as whole has to work
  together.

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DEFINITION

• Definition of Intellectual disability or mental
  retardation
• In past term mental retardation was
  commonly used, but now many terms as mentally
  challenged, develop mentally disabled, cognitive
  impaired with the term Intellectually disabled
  covering wider rang in the 21st century.
• Significantly sub-average General Intellectual
  Functioning.
• Associated with deficits impairment in behavior.

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• On-set before age of 18 (development period).
• (Grossmann 1983)
• As the Intellectual disability has limitations
  both in Intellectual functioning and adaptive
  behavior.
• General Intellectual functioning Is also called
  intelligence, refers to mental capacity as
  learning, reasoning and problem solving etc.
• One criterion to measure intellectual functioning
  is an IQ test.

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• IQmental age X 100
• chronological age
• Generally an IQ test score of around 70-75
  indicate Intellectual limitations.
• Adaptive behavior limitations in it comprises
  three skill types.
• Conceptual skills.
• Social skills.
• Practical skills.
• Both areas to be assessed carefully.

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• The American Association on Intellectual and
  developmental disabilities (AAIDD) stresses on
  other factors such as
• Community environment.
• Linguistic diversity.
• Cultural differences.
• Opportunity experience.

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Classification of Intellectually challenged

• This term covers a broad range of children and
  adults who differ from one another in the
  severity of developmental delay, in the causes of
  the condition, and in the special educational
  strategies that have been designed for them. It
  is important to use the terms suggested by AAMD
  as
• Borderline and mild retardation.
• Moderate retardation.
• Severe and profound retardation.

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• Mild Moderate severe/Profound
• IQ70-50 50-35 35-20
• 6 years 1-5 years 0-1 years
• Teacher Parents Physician
• Parents Physician
• Mild retardation often goes un-identified until a
  child reaches school age. In pre-school years
  this problem cant be identified until academic
  learning starts.

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• The moderate level of children are identified
  during infancy and early child hood because of
  there work developmental delays and some time by
  physical appearance.
• Most severally and profound children have
  multiple handicaps, e.g. in addition to being
  mentally retarded, the child may have cerebral
  palsy and a hearing loss.

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Types of Intellectually Disable

1. Down syndrome- (Mongolism) chromosomal
   abnormalities 47 instead of 46.
2. Hydrocephalous- (Hydro-water, cephalo-brain)
   upper skull gradually increases in size.
3. Microcephalus- (micro small, cephalo-brain)
   congenital problem.
4. Autism- Developmental disorder, Early onset,
   Failure of Social relationship, Deficit in
   communication skills.
5. Epilepsy- Seizures/Fits, Uncontrolled abnormal
   behavior.

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Special Education Needs of Intellectually Disable

• These children needs Special Education in Special
  environment as Special Schooling, Parents
  education vocational training and sheltered
  workshops. Many intellectually disabled persons
  are becoming productive and nearly independent
  member of society, in some cases special training
  and guidance is required.

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Mild

• The mild children have capacity to develop in
  three areas (1) Academic subjects at primary
  level. (2) Social adjustment the child can adopt
  independently in the society. (3) The
  occupational potential to be partially or totally
  self-supporting as an adult.
• Working Areas are early Education,
  Pre-Reading/Pre-Writing, Reading/Writing,
  Mathematics, Physical Education,
  Pre-Vocational/Vocational Skills, Music Therapy,
  Social Skills, Communication Skills.

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Moderate

• 1. The child who is moderate level can learn
  academic skills for functional purposes. 2. They
  achieve some degree of social responsibility. 3.
  Attain partial vocational adjustment with
  assistance. 4. The child is capable of self help
  skills as undressing/dressing, Toileting,
  Feeding.
• Pre-Reading/Pre-Writing, Pre-Numbers skills,
  Money management, Pre Vocational Skills, Music
  Skills, Behavior management, Communication
  Skills, Must be the part of their Education.

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Severe

• 1. This group has multiple handicapped. 2. Need
  to improved motor and communication skills. 3.
  They require life time supervision, but
  reinforcement therapy techniques can be help to
  teach some self-help skills.
• Self care skills, Gross motor skills, Fine motor
  skills, Daily Living skills, Toileting, Feeding,
  Dressing, Washing hand and face, Bathing, Social
  skills, communication skills.

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Functional Setup

• Registration- Registration of children with mild
  to profound of mental retardation.
• Assessment- Complete initial assessment of the
  child by a multi-disciplinary team consisting of
  Psychologist, Special Educationist, medical
  Officer, Speech Therapist and Vocational
  Instructor is done. The purpose of the assessment
  is to get a clear picture of the child i. e. what
  are his strengths and weaknesses. This assessment
  is carried out by the assessment material. The
  assessment Performa is developed, Initial
  Assessment Report, Natal History, Areas of
  Development, Test Result and Comments.

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• Curriculum- Curriculum is device through which
  school organizes professional and material
  resources to achieve desired aim. Curriculum
  provide direction and relevant information from
  which we can select the content of teaching
  resources the curriculum is in form of record
  book easy to use by all teachers. It consists of
  Physical development, cognitive development,
  Language development, Self help skills, Practical
  life skills, Rudimentary academics, Social
  Skills, Pre-Vocational.

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Individualized Educational Plan (IEP)

• IEP is prepared according to the functional level
  of the child. Special objective based approved
  curriculum is being used.
• Program Plan-
• Core Area- Gross Motor Skills-
• Date Set Target Behaviors Achieved
• Task Analysis- Forward Chaining
• Steps Baseline Trails.

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• Any Q

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• Thank You