Maria Tinio

ED-169-01
Tami Gowdy
Final Project: Resource Database
Children with Intellectual and Developmental Disabilities

An intellectual or developmental disorder can be identified in a person who has below

average intellectual functioning, in combination with limited adaptive skills. Such skills can

include the ability to function conceptually, socially, and practically. In this field of study,

professionals are coming to the conclusion that one’s adaptive skills are just as important as

one’s cognitive abilities when diagnosing IDD, therefore it is important to take both into account.

It’s also necessary to note that one’s environment can play a pivotal role in the shaping of skills

and behavior, so maintaining a healthy and supportive environment can be beneficial for children

with IDD.

Most children with IDD are identified through the school system, particularly when they

are struggling in school. The failure of assignments (and classes overall) is representative of the

child’s lack of understanding when it comes to adapting socially and academically to the general

education classroom. When special education services are made aware of these exceptional

children, a prereferral team is formed in order to aid the teacher in adapting to the child’s needs

in the classroom. This team is comprised of the teacher, principal, special education

professional(s), and any other professionals skilled at handling the child’s particular disability. A

multidisciplinary team is also responsible for working with the parents or guardians of the child,

in order to understand and adapt to their needs.

In reference to responding to children with IDD in the classroom, professionals often

follow the Response to Intervention (RtI) model. While children with IDD often learn best as a
result of direct instruction and specialized environments, the extent to which these exceptions are

made differ from child to child. In Tier I of the RtI model, lessons are slightly modified for

students with IDD, and they are given some extra attention in order to ensure that they are

understand the curriculum. In this tier, general and special education teachers are working

together in order to aid the student toward academic success. In Tier II, students with more

intense IDD are given extra attention, and are taught important basic skills such as decision

making or social skills. This individualized learning helps focus a professional’s attention on the

student and allows them to learn in a more direct way. Tier III of the RtI model is reserved for

children with more severe IDD, and can often include training on more basic, functional life

skills that are not all offered in the general education classroom. These skills can range from

personal grooming to pre-primary reading, all of which are important to learning some degree of

independence.

With regard to family services provided in the state of Oregon, there is no shortage of

programs aimed toward aiding families of children with IDD. The Multnomah County

Developmental Disability Program, for example, “is a case management agency that hires

Service Coordinators to provide individually focused care coordination and planning for children

and adults with Intellectual and/or Developmental Disabilities.” It is the goal of this program to

provide greater independence and resources for those with IDD through support at home,

residential facilities, employment services, etc.

On a national level, the American Association on Intellectual and Developmental

Disabilities (AAIDD) promotes the rights of those with IDD and supports research of IDD in

order to continuously make advancements in the community. According to the AAIDD, their
mission is to, “promote progressive policies, sounds research, effective practices, and universal

human rights for people with intellectual and developmental disabilities.”

 Works Cited:

Home. www.aaidd.org/.

“Intellectual & Developmental Disabilities.” Multnomah County, 13 Apr. 2020, multco.us/dd.

“TEACCH Autism Program.” Teacch.com, teacch.com/.

UK, Research Autism. “LEAP and Autism Ranking:” LEAP and Autism - Interventions -
Research Autism, www.researchautism.net/interventions/20/leap-and-autism.

UK, Research Autism. “UCLA Young Autism Project.” UCLA Young Autism Project | Research
Autism Glossary, www.researchautism.net/glossary/1114/ucla-young-autism-project.

Victory Academy. www.victoryacademy.org/.