Details:
Using 12-18 slides, create a PowerPoint presentation for parents of children with ID that explains physical, language, cognitive, and psychosocial development. Address the following:
1. Identify professional and parental interventions.
2. Provide information for students with severe and profound ID.
3. Identify the challenges the parents may face in daily life.
4. Identify and explain issues in teaching students with severe and profound ID.
5. Describe curriculum planning and IEP development for students with severe and profound ID.
6. What are the educational outcomes for students with severe and/or profound ID?
7. What educational interventions are most appropriate for students with severe and/or profound ID?
Predict and list questions for discussion that parents may have following the presentation.
APA format is not required, but solid academic writing is expected.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Along with the assignment, submit slide notes, background materials, as well as the final project to the instructor.
Attachments
Development Issues and Interventions for Students With Intellectual Disability
Introduction
Parents diligently watch the growth of their newborn child or toddler hoping and anticipating that as the days, months, and years roll by, their child will meet each developmental milestone on time (e.g., sitting upright) and will be on target for the next milestone (e.g., standing up without help). Human development can sometimes be a bumpy ride for parents because there is so much variation in the progress towards developmental milestones; many events in life can cause development to go awry, but in most cases those variations are insignificant and do not last long, allowing parents to breathe a sigh of relief that all is well. There are cases, however, where development does not go well and there is cause for concern that a child may be displaying early signs of autism, Intellectual Disability, language impairment, or some other physical disorder. It is at this point that either a visit to the pediatrician will rule out or identify a potential disorder, or after being enrolled in a preschool or kindergarten, educational staff approach parents with concerns about their child’s behavior or language development?development that stands out against the typical development of other students in the class or who have come through the school before. It is at this point (if not before) where parents and educators ask: What do we do about this?
Delays Versus Differences
It is important to know that there is a difference between a child who is experiencing a developmental delay versus a child for whom a developmental difference is apparent (Taylor, Richards, & Brady, 2005). A developmental delay may be a situation where, for example, a child exhibits or acquires all the skills necessary for beginning speech but does so at a much slower rate than the child’s typical peers. In this scenario, the issue is not about failing to achieve an important developmental milestone, per se, but is an issue of taking longer than peers to arrive at that point.
A developmental difference is a situation where the behavior displayed by the child stands in stark contrast to or is atypical when compared against same-age peers. A classic example often used to drive this point home occurs when a child displays a speech pattern called echolalia, where the child simply repeats or parrots the speech or communication of others around them. Repeating sounds, words, or phrases is not uncommon for young children; this phenomenon eventually disappears as more mature or sophisticated language skills continue to develop. However, if this phenomenon persists or perseverates well into later development periods and expected higher-level communication skills do not appear, then it is probably safe to say a developmental difference is evident, which often portends problems that are more serious. “A difference, then, may be a behavior that is typical at some point in human development but its persistence suggests challenges beyond delayed development” (Taylor et al., 2005, p. 144).
The early developmental period is often a stressful time for parents and families. While the genetic make-up of a child can set limits on what a child may be able to do or achieve, teachers should know that the effects of environmental influences/experiences during infancy and early childhood might have longer lasting and more pervasive outcomes than at any other point in the life cycle (Broderick & Blewitt, 2003; Drew & Hardman, 2007). This is why it is important to screen and identify behavioral, cognitive, and/or academic disorders in children as early as possible before the problem becomes too intractable.
A Brief Survey of Developmental Theories
Theories of human development have been posited throughout the history of psychology and education. While many major and minor developmental theoreticians have presented their ideas about the course of life-cycle development, the theories of Piaget, Vygotsky, and Skinner are perhaps the most widely accepted when it comes to the discussion of cognitive, language, and social-behavioral development.
Piaget’s (1952) theory of cognitive development is based on the constructivist principle that the individual is the one who constructs understanding of the environment, events, social interactions, as well as the individual’s own thoughts/actions (via metacognition). This construction develops or expands as a result of an individual’s cognitive processes becoming more complex over time. Three common concepts associated with Piaget’s work are (a) schemas, (b) assimilation, and (c) accommodation. Schemas are the frameworks within a child’s mind that allows the child to organize and interpret environmental experiences/input. When children learn new skills or come to a new understanding of the world around them and integrate that within their existing schema, assimilation is said to have taken place. On the other hand, when children make a major adjustment to their schematic-based thoughts and actions as a result of new knowledge, then an accommodation has taken place (just as a snake molts its existing skin to allow for growth). Piaget is also famous for his presentation of four major stages of cognitive development and their characteristics: (a) sensorimotor, (b) preoperational, (c) concrete operational and (d) formal operational (cf. Santrock, 2001).
Critics of Piaget’s theory point out that the skills outlined in the stages of cognitive development do not correspond with the emergence of those actual skills seen in children. Moreover, the development of skills do not appear to occur as lockstep or synchronous as Piaget suggests, but rather seem to occur in an asynchronous fashion (e.g., several skills developing across different stages at different times). It was also viewed that children could be taught higher order, later-stage skills at an earlier time in their development (Santrock, 2001). Vygotsky’s constructivist theory of cognitive development grew more popular in psychology and education when it became apparent that culture and education had a greater impact on the course of cognitive and language development than Piaget had originally realized. In fact, Vygotsky placed great emphasis on social and cultural processes in the course of cognitive development (Taylor et al., 2005). According to Vygotsky’s ideas, mediation through the use of language and discourse (and within the socio-historical context of the culture) is what stimulates and guides a child’s cognitive and language development. If a child’s development is not at the expected level, then mediation, that is the guidance and assistance a teacher provides, is adjusted and revised to remediate the problem (Daniels, 2001).
B. F. Skinner, a prominent theorist and researcher in the field of behaviorism, is perhaps best well-known for his principles of operant behavior and positive reinforcement in shaping human behavior in the development of language (cf. Skinner, 1957). What Skinner proposed was that verbal behavior (language) is reinforced or strengthened through other people precisely reinforcing and conditioning correct speech and language patterns. Language development, then, is guided and enhanced through the mediation of other people providing reinforcing consequences for correct language (Drew & Hardman, 2007). For Skinner, these main principles of reinforcement and operant learning through the arrangement of environmental contingencies are what teaches and shapes human language, behavior, and cognitive development (Wolery, Bailey, & Sugai, 1988).
Early Intervention
Any time the topic of cognitive and/or language development is examined, early intervention should be discussed, especially in relation to how it may affect the learning of children with disabilities. As mentioned above, the earlier infants, toddlers, or children with Intellectual Disability receive enriched language/cognitive intervention opportunities, the longer lasting and more pervasive the impact will be on their lives. The first few years of life are important for children without disabilities and even more critical for children with disabilities (Heward, 2009; White, 1995). From the perspective of individualized education planning and programming for children identified as early as three years old with developmental delays, early intervention is crucial because as Keogh, Bernhemier, and Guthrie (2004) report:
The majority of the children (after a 20-year follow-up) did not “outgrow” their delays. As young adults, they continued to have problems. Most lived with their families or in group homes, were unemployed or underemployed, and had few friends. . . . In sum, our findings confirm that signs of developmental delay in the preschool years signal the probability of continuing problems in the early adult years. (pp. 227, 229)
It took more than 25 years to recognize officially the vulnerability of young children at risk for developmentally related disorders and problems (Guralnick, 1998). As a result, early childhood education for children with Intellectual Disability and other developmentally related disorders has become a prominent and growing field within special education and has included the passage of legislation to provide intensive services for children with disabilities ages 3 to 5 (Drew & Hardman, 2007; Heward, 2009). The thoughtful implementation of systematic, comprehensive, and experientially based programs that have been implemented and researched (e.g., The Abecedarian Project, Project CARE, The Infant Health and Development Program) have produced very positive results for young children with disabilities and their families (Guralnick, 2005; Heward, 2009).
Conclusion
Developmental issues present educators with some fairly challenging problems to overcome, not the least of which is determining when and how to intervene to achieve maximal effects. Many sound, research-based interventions exist, derived in many cases from differing theoretical perspectives; but as long as those interventions are empirically supported and are tailored to the present and future needs of the child, then there should be no complaint. Early intervention, as a philosophy and as a doctrine, is one such approach that attempts to strike while the iron is hot. Other methodologies and approaches are available to use at a later point with children with disabilities, but the path to success will be much smoother if intensive services have been ongoing since the earliest point in life.
References
Broderick, P. C., & Blewitt, P. (2003). The life span: Human development for helping professionals. Upper Saddle River, NJ: Pearson Prentice Hall.
Daniels, H. (2001). Vygotsky and pedagogy. New York: Routledge-Falmer.
Drew, C. J., & Hardman, M. L. (2007). Intellectual disabilities across the lifespan (9th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Guralnick, M. J. (1998). Effectiveness of early intervention for vulnerable children: A developmental perspective. American Journal of Mental Retardation, 102, 319-345.
Guralnick, M. J. (2005). Early intervention for children with intellectual disabilities: Current knowledge and future prospects. Journal of Applied Research in Intellectual Disabilities, 18, 313-324.
Heward, W. L. (2009). Exceptional children: An introduction to special education (9th ed.). Upper Saddle River, NJ: Merrill.
Keogh, B. K., Bernheimer, L. P., & Guthrie, D. (2004). Children with developmental delays twenty years later: Where are they? How are they? American Journal of Mental Retardation, 109, 219-230.
Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.
Santrock, J. W. (2001). Educational psychology. New York: McGraw-Hill.
Skinner, B. F. (1957). Verbal behavior. New York: Appleton-Century-Crofts.
Taylor, R. L., Richards, S. B., & Brady, M. P. (2005). Mental retardation: Historical perspectives, current practices, and future directions. Boston: Allyn and Bacon.
White, B. L. (1995). The first three years of life (Rev. ed.). New York: Fireside.
Wolery, M., Bailey, D. B., & Sugai, G. M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston: Allyn and Bacon.
© 2010. Grand Canyon University. All Rights Reserved.
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| Topic: Development Issues and Interventions for Students with Intellectual Disability
Course Contents Lecture Note 1. SPE-351 Lecture 4 Read Lecture 4. Textbook 1. Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms Read Chapter 5 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms. http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php Electronic Resource 1. Mental Retardation Read “Mental Retardation,” located on the KidsHealth website. Explore other resources available on this website. http://kidshealth.org/kid/health_problems/birth_defect/mental_retardation.html e-Library Resource 1. Quality-Enhancing Interventions for People with Profound Intellectual and Multiple Disabilities: A Review of the Empirical Research Literature Read “Quality-Enhancing Interventions for People with Profound Intellectual and Multiple Disabilities: A Review of the Empirical Research Literature,” by Maes, Lambrechts, Hostyn, & Petry, from Journal of Intellectual & Developmental Disability (2007). http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=26655687&loginpage=Login.asp&site=ehost-live&scope=site |
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Presentation: Development and Education Issues of Children With Severe and Profound Intellectual Disability
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| 70.0 %Content | ||||||
| 40.0 %Development and Education Issues Create a 12-18-slide PowerPoint presentation for parents of children with ID explaining physical, language, cognitive, and psychosocial development. | 12-18-slide PowerPoint presentation design is irrelevant. Addresses two of the following elements: identifies professional, parental interventions, daily parental challenges, provides information for students with severe/profound ID, describes curriculum planning and IEP development, educational outcomes, appropriate educational interventions, predicts and list potential discussion questions from parents. | 12-18-slide PowerPoint presentation design is underdeveloped. Addresses two of the following elements: identifies professional, parental interventions, daily parental challenges, provides information for students with severe/profound ID, describes curriculum planning and IEP development, educational outcomes, appropriate educational interventions, predicts and list potential discussion questions from parents. | 12-18-slide PowerPoint presentation design is adequate. Addresses four of the following elements: identifies professional, parental interventions, daily parental challenges, provides information for students with severe/profound ID, describes curriculum planning and IEP development, educational outcomes, appropriate educational interventions, predicts and list potential discussion questions from parents. | 12-18-slide PowerPoint presentation design is proficient. Addresses six of the following elements: identifies professional, parental interventions, daily parental challenges, provides information for students with severe/profound ID, describes curriculum planning and IEP development, educational outcomes, appropriate educational interventions, predicts and list potential discussion questions from parents. | 12-18-slide PowerPoint presentation design is relevant. Addresses all eight of the following elements: identifies professional, parental interventions, daily parental challenges, provides information for students with severe /profound ID, describes curriculum planning and IEP development, educational outcomes, appropriate educational interventions, predicts and list potential discussion questions from parents. | |
| 30.0 %Presentation Slide Content | The slide content lacks a clear point of view and logical sequence of information; includes little persuasive information. Sequencing of ideas is unclear. | The slide content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The slide content is generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The slide content is written with a logical progression of ideas and supporting information exhibiting unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The slide content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. | |
| 20.0 %Organization and Effectiveness | ||||||
| 10.0 %Layout | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read, with long blocks of text, small font size, and inappropriate colors. Poor use of headings, subheadings, indentations, or formatting is evident. | The layout shows some structure, but appears cluttered, busy, or distracting. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places, the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be read easily. The fonts are easy to read, and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. | |
| 10.0 %Language Use and Audience Awareness (Including sentence construction and word choice) | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in register and word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | For the most part, language is appropriate to the targeted audience. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. | |
| 10.0 %Mechanics and Format | ||||||
| 5.0 %Mechanics of Writing (Including spelling, punctuation, grammar, and language use) | Errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some errors are present but are not overly distracting to the reader. | Slides are largely free of errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. | |
| 5.0 %Evaluating and Documenting Sources (Including in-text citations for paraphrasing and direct quotes, and reference page formatting are appropriate to assignment and style) | Contains no title slide, no references section, and no correctly cited references within the body of the presentation. | Title slide is incomplete or inaccurate. References section includes sources but contains many citation errors. Citations are included within the body of the presentation but contain many errors. | Title slide has minor errors. References section includes sources, but they are not cited consistently or correctly. Citations are included within the body of the presentation but contain some errors. | Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation. | Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation. | |
| 100 %Total Weightage | ||||||
Jermaine Byrant
Nicole Johnson
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