CHAPTER
8
Intellectual Disabilities
Patricia L. Fegan
Chapter 8 Intellectual Disabilities
Terminology
• Intellectual disabilities
versus
• Mental retardation
American Association of Intellectual
and Developmental Disabilities
2002 Definition of Mental Retardation
Mental retardation is a disability characterized
by
• significant limitations in intellectual
functioning;
• significant limitations in adaptive behavior,
as expressed in conceptual, social, and
practical adaptive skills; and
• origination before age 18.
Classification of Mental Retardation
by IQ Level
• Mild limitations: IQ 50-55 to 70-75
• Moderate limitations: IQ 35-40 to 50-55
• Severe limitations: IQ 20-25 to 35-40
• Profound limitations: IQ below 20-25
Intensities of Support*
• Intermittent
• Limited
• Extensive
• Pervasive
*Based on types of support needed, how long
and how often they are needed, the settings
in which they are needed, and the resources
required to provide the supports (not based
on IQ score).
Incidence of Intellectual Disabilities
• Over 300 million worldwide
• 7.5 million in the United States
Intellectual Disabilities
• Intellectual disabilities are 7 times more
prevalent than deafness.
• They are 9 times more prevalent than
cerebral palsy.
• They are 15 times more prevalent than total
blindness.
• They are 35 times more prevalent than
muscular dystrophy.
What Causes
Intellectual Disabilities?
• There are about 400 known causes.
• Half have more than one causal factor.
• Most prevalent known cause is fetal alcohol
syndrome.
• Most prevalent genetic cause is fragile X
syndrome.
• Disorders can be biomedical, social,
behavioral, or educational.
Learning Characteristics
• Intermittent—limited support needs;
learning rate is 40% to 70% of those without
intellectual disabilities.
• Extensive—pervasive support needs;
usually incapable of traditional schooling.
Need to master basic life skills and
communication skills.
Social and Emotional Characteristics
• Same ranges of social behavior and emotion
• More frequent inappropriate responses to social
and emotional situations
• Difficulty generalizing information
• Difficulty learning from past experiences, so often
exposed to situations they are not prepared to
handle
• More often do not fully comprehend what is
expected of them, so respond inappropriately
Physical and Motor Characteristics
• Differ least in physical and motor domain
• The greater the intellectual deficit, the
greater the lag in development
• Walk and talk later; slightly shorter; more
susceptible to physical problems and
illnesses
• Extensive support needs: 4+ years behind
peers on physical and motor tests
Organizational Methods
• Learning stations
• Peer instruction and cross-age tutoring
• Community-based instruction
• Partial participation
Instructional Methods
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Concrete and multisensory experiences
Data-based teaching
Ecological task analysis
Behavior management
Move from familiar to unfamiliar
Consistency and predictability
Choice making
Activity modifications
Activities
• Select activities that are popular and
available in the community.
• Employ teaching methods appropriate to
the cognitive development stage.
• Select activities that are chronologically age
appropriate.
• Adapt activities according to functional
abilities of the athletes.
Special Olympics Mission
Components
• Year-round
• Training and competition
• Olympic-type sports
• Individuals with intellectual disabilities
(continued)
Special Olympics Mission (continued)
Outcomes
• Physical fitness
• Athletes
• Courage and joy
• Community
• Sharing of gifts and
skills
• Friendship
• Families
Special Olympics Sports
Official Summer Sports
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Aquatics
Athletics
Badminton
Basketball
Bocce
Bowling
Cycling
Equestrian sports
Football (soccer)
Golf
• Gymnastics (artistic and
rhythmic)
• Judo
• Powerlifting
• Roller skating
• Sailing
• Softball
• Table tennis
• Team handball
• Tennis
• Volleyball
(continued)
Special Olympics Sports (continued)
Official Winter Sports
• Alpine skiing
• Snowshoeing
• Cross-country
skiing
• Speed skating
• Figure skating
• Floor hockey
• Snowboarding
(continued)
Special Olympics Sports (continued)
Recognized Sports
• Cricket
• Kayaking
• Netball
Special Olympics Sport Rules
• Based on international and national
governing body rules of sport federations.
• Contain few modifications.
• Provide events for all ability levels.
• Govern all Special Olympics competitions.
Opportunities for All Ability Levels:
Range of Events in Athletics
Walking
• 10 m assisted walk
• 15,000 m walk
Running
• 25 m dash
• 4  100 or 400 m relays
• Marathon
• 100 m hurdles
(continued)
Opportunities for All Ability Levels:
Range of Events in Athletics (continued)
Throwing
• Tennis ball throw
• Softball throw
• Shot put
Wheelchair
• 30 m motorized slalom
• 30 m slalom
• 400 m race
(continued)
Opportunities for All Ability Levels:
Range of Events in Athletics (continued)
Jumping
• Standing long jump
• Long jump
• High jump
Pentathlon
Motor activities training
Unified Sports
Sample Division
Event: Shot put
Division 1
(age group: 16-21)
Athlete ID #
Age
Distance
010
16
10.3 m
252
17
9.9 m
490
16
9.8 m
115
18
9.5 m
620
21
9.5 m
331
19
9.3 m
915
18
9.1 m
807
20
9.0 m
Note: All athletes are within the designated age group’s
range of ages, and their distances are within 15% of the
best score.
Progression of Games
• Local
• Regional
• County or area
• World
• District
• State
• National
• Multinational
Why Special Olympics Is Unique
• No fees charged to athletes or families
• Sport opportunities for all ability levels
• Divisioning for equitable competition
• Awards for all participants
• Random draw for advancement to higher
levels of competition
INAS-FID Sports
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Athletics
Basketball
Cycling
Football (soccer)
Judo
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Nordic skiing
Swimming
Table tennis
Tennis