MANAGEMENT OF MANAGEMENT OF INTELLECTUALLY INTELLECTUALLY

CHALLENGED CHALLENGED PEOPLEPEOPLE

BYBY

MRS.RUK.E.NAZMRS.RUK.E.NAZVICE PRINCIPALVICE PRINCIPAL

NSEC(MRC)NSEC(MRC)

ISLAMABADISLAMABAD

INTRODUCTIONINTRODUCTION

Intellectual disability is life-long condition Intellectual disability is life-long condition and cannot be medically treated, The fact is and cannot be medically treated, The fact is difficult to accept , but we have to find the difficult to accept , but we have to find the better solution , to provide care to these better solution , to provide care to these people. people.

Scientific research has shown the Scientific research has shown the intellectual disable can live healthy and to intellectual disable can live healthy and to some extent independent life if we provide some extent independent life if we provide right kind of support and services as health right kind of support and services as health care early intervention , education , care early intervention , education , vocational training and so on. vocational training and so on.

As citizen of a civilized society ,it is the As citizen of a civilized society ,it is the right of intellectually challenged people to right of intellectually challenged people to lead their lives with respect and dignity.lead their lives with respect and dignity.

This is possible if we bring positive This is possible if we bring positive change in the society .change in the society .

Family perceptive is also important when Family perceptive is also important when we talk about intellectually disabled we talk about intellectually disabled family support is very important to get family support is very important to get better result to achieve these aims better result to achieve these aims professionals from many fields, professionals from many fields, families ,NGOs and society as whole has families ,NGOs and society as whole has to work together. to work together.

DEFINITIONDEFINITION Definition of Intellectual disability or Definition of Intellectual disability or

mental retardationmental retardation In past term mental In past term mental

retardation was commonly used, but retardation was commonly used, but now many terms as mentally now many terms as mentally challenged, develop mentally challenged, develop mentally disabled, cognitive impaired with the disabled, cognitive impaired with the term Intellectually disabled covering term Intellectually disabled covering wider rang in the 21wider rang in the 21stst century. century.

Significantly sub-average General Significantly sub-average General Intellectual Functioning.Intellectual Functioning.

Associated with deficits impairment Associated with deficits impairment in behavior.in behavior.

On-set before age of 18 On-set before age of 18 (development period).(development period).

(Grossmann 1983)(Grossmann 1983) As the Intellectual disability has As the Intellectual disability has

limitations both in Intellectual limitations both in Intellectual functioning and adaptive behavior.functioning and adaptive behavior.General Intellectual functioning:General Intellectual functioning: Is Is also called intelligence, refers to also called intelligence, refers to mental capacity as learning, mental capacity as learning, reasoning and problem solving etc.reasoning and problem solving etc.

One criterion to measure intellectual One criterion to measure intellectual functioning is an IQ test.functioning is an IQ test.

IQ=IQ=mental agemental age X 100 X 100

chronological agechronological age

Generally an IQ test score of around 70-Generally an IQ test score of around 70-75 indicate Intellectual limitations.75 indicate Intellectual limitations.

Adaptive behaviorAdaptive behavior:: limitations in it limitations in it comprises three skill types.comprises three skill types.

Conceptual skills.Conceptual skills. Social skills.Social skills. Practical skills.Practical skills. Both areas to be assessed carefully.Both areas to be assessed carefully.

The American Association on The American Association on Intellectual and developmental Intellectual and developmental disabilities (AAIDD) stresses on other disabilities (AAIDD) stresses on other factors such as:factors such as:

Community environment.Community environment. Linguistic diversity.Linguistic diversity. Cultural differences.Cultural differences. Opportunity & experience.Opportunity & experience.

Classification of Intellectually Classification of Intellectually challengedchallenged

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

1.1. Borderline and mild retardation.Borderline and mild retardation.2.2. Moderate retardation.Moderate retardation.3.3. Severe and profound retardation.Severe and profound retardation.

MildMild ModerateModerate severe/severe/ProfoundProfound

IQ70-50IQ70-50 50-3550-35 35-2035-20

6 years6 years 1-5 years1-5 years 0-1 years0-1 years

TeacherTeacher ParentsParents PhysicianPhysician

ParentsParents PhysicianPhysician

Mild retardation often goes un-identified Mild retardation often goes un-identified until a child reaches school age. In pre-until a child reaches school age. In pre-school years this problem can’t be school years this problem can’t be identified until academic learning starts. identified until academic learning starts.

The moderate level of children are The moderate level of children are identified during infancy and early identified during infancy and early child hood because of there work child hood because of there work developmental delays and some time developmental delays and some time by physical appearance.by physical appearance.

Most severally and profound children Most severally and profound children have multiple handicaps, e.g. in have multiple handicaps, e.g. in addition to being mentally retarded, addition to being mentally retarded, the child may have cerebral palsy the child may have cerebral palsy and a hearing loss. and a hearing loss.

Types of Intellectually DisableTypes of Intellectually Disable

a.a. Down syndromeDown syndrome:- (Mongolism) chromosomal :- (Mongolism) chromosomal abnormalities 47 instead of 46.abnormalities 47 instead of 46.

b.b. HydrocephalousHydrocephalous:- (Hydro-water, cephalo-:- (Hydro-water, cephalo-brain) upper skull gradually increases in brain) upper skull gradually increases in size.size.

c.c. MicrocephalusMicrocephalus:- (micro –small, cephalo-:- (micro –small, cephalo-brain) congenital problem.brain) congenital problem.

d.d. AutismAutism:- Developmental disorder, Early :- Developmental disorder, Early onset, Failure of Social relationship, Deficit onset, Failure of Social relationship, Deficit in communication skills.in communication skills.

e.e. EpilepsyEpilepsy:- Seizures/Fits, Uncontrolled :- Seizures/Fits, Uncontrolled abnormal behavior. abnormal behavior.

Special Education Needs of Special Education Needs of Intellectually DisableIntellectually Disable

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

MildMild The mild children have capacity to The mild children have capacity to

develop in three areas: (1) Academic develop in three areas: (1) Academic subjects at primary level. (2) Social subjects at primary level. (2) Social adjustment the child can adopt adjustment the child can adopt independently in the society. (3) The independently in the society. (3) The occupational potential to be partially or occupational potential to be partially or totally self-supporting as an adult.totally self-supporting as an adult.

Working Areas are early Education, Pre-Working Areas are early Education, Pre-Reading/Pre-Writing, Reading/Writing, Reading/Pre-Writing, Reading/Writing, Mathematics, Physical Education, Pre-Mathematics, Physical Education, Pre-Vocational/Vocational Skills, Music Vocational/Vocational Skills, Music Therapy, Social Skills, Communication Therapy, Social Skills, Communication Skills.Skills.

ModerateModerate 1. The child who is moderate level can 1. The child who is moderate level can

learn academic skills for functional learn academic skills for functional purposes. 2. They achieve some purposes. 2. They achieve some degree of social responsibility. 3. Attain degree of social responsibility. 3. Attain partial vocational adjustment with partial vocational adjustment with assistance. 4. The child is capable of assistance. 4. The child is capable of self help skills as undressing/dressing, self help skills as undressing/dressing, Toileting, Feeding.Toileting, Feeding.

Pre-Reading/Pre-Writing, Pre-Numbers Pre-Reading/Pre-Writing, Pre-Numbers skills, Money management, Pre skills, Money management, Pre Vocational Skills, Music Skills, Behavior Vocational Skills, Music Skills, Behavior management, Communication Skills, management, Communication Skills, Must be the part of their Education. Must be the part of their Education.

SevereSevere 1. This group has multiple handicapped. 2. 1. This group has multiple handicapped. 2.

Need to improved motor and Need to improved motor and communication skills. 3. They require life communication skills. 3. They require life time supervision, but reinforcement time supervision, but reinforcement therapy techniques can be help to teach therapy techniques can be help to teach some self-help skills.some self-help skills.

Self care skills, Gross motor skills, Fine Self care skills, Gross motor skills, Fine motor skills, Daily Living skills, Toileting, motor skills, Daily Living skills, Toileting, Feeding, Dressing, Washing hand and face, Feeding, Dressing, Washing hand and face, Bathing, Social skills, communication skills.Bathing, Social skills, communication skills.

Functional SetupFunctional Setup RegistrationRegistration:- :- Registration of children with Registration of children with

mild to profound of mental retardation.mild to profound of mental retardation. AssessmentAssessment:- :- Complete initial assessment Complete initial assessment

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

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

Individualized Educational Plan Individualized Educational Plan (IEP)(IEP)

IEP is prepared according to the IEP is prepared according to the functional level of the child. Special functional level of the child. Special objective based approved curriculum is objective based approved curriculum is being used.being used.

Program Plan:-Program Plan:-

Core Area:- Gross Motor Skills:-Core Area:- Gross Motor Skills:-

Date SetDate Set Target BehaviorsTarget BehaviorsAchievedAchieved

Task Analysis:-Task Analysis:- Forward ChainingForward Chaining

StepsSteps Baseline Trails. Baseline Trails.

Any Any QQ

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