CHAPTER 9 INTELLECTUAL DISABILITIES

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CHAPTER 9INTELLECTUAL DISABILITIES

• I. Classification Individuals with ID will
  demonstrate primary cognitive deficit that are
  determined from an assessment of intellectual
  functioning and adaptive skills.

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CASE STUDY
(Insert Case Study on page 115 here.)
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• Cognitive Functioning subaverage intellectual
  functioning
• Standards for Independence adaptive skills or
  effectiveness or degree individual meets
  standards of personal independence and social
  responsibility for age and cultural group.

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• Supports needed to improve functioning and links
  concepts of functional capabilities or
  limitations to each individual
• Limited (short-term, restricted, i.e., job
  training)
• Extensive (long-term, consistent in work or
  home)
• Pervasive (long-term, constant) potentially
  life sustaining
• Developmental birth to 18 years of age

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II. Intellectual Disabilities Etiology by
Periods of Development
Insert Table 9.1 on page 117 here.
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III. Planning the Activity Program

• Assessing Level of functioning develop
  behavioral goals and objectives.
• Functional Ability Development of motor skills
  to facilitate independent functioning.
• Appropriate Management and Rewards Facilitate
  opportunities to increase motivation and
  learning.
• Community-based Programs Transition of physical
  skills to home and work related settings.

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IV. Implementing the Physical Activity
Program Characteristics and Instructional
Strategies Insert Table 9.2 on page 120
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LEARNING ACTIVITY

• Discuss the physical, motor and social skills
  attributes often apparent among transition age
  children with ID.
• What skills will be needed to help ensure
  successful transition to independent living,
  work, social life, and active leisure?