Definition –

● They are characterized by cognitive limitations as well as functional limitations in

such areas as daily living skills, social skills, and communication. (1 slide)

American Association on Intellectual and Developmental Disabilities [AAIDD]) (1 slide)

The AAIDD definition underscores two important points:

•Intellectual disability involves problems in adaptive behavior, not just intellectual
functioning,
•the intellectual functioning and adaptive behavior of a person with intellectual
disabilities can be improved.

Three criteria must be met in order for someone to have an intellectual disability.

1. Significant limitations in intellectual functioning

2. Significant limitations in adaptive behavior as expressed in conceptual, social,
and practical adaptive skills.
3. The disability originates before age 18

Explanation about the criteria:

1. The first, significant limitations in intellectual functioning, refers to a person scoring two
or more standard deviations below the mean on a standardized intelligence test that is
normed on the general population, including individuals with and without disabilities.

Two intelligence tests used extensively throughout the world are the Stanford-Binet V
and the Wechsler Intelligence Scale for Children (WISC-III).

2. Two, limitations in adaptive behavior affect performance in daily life and the ability to
respond to changes in daily life and the environment.
1. Conceptual skills include language, reading and writing, money concepts, and
self direction.
2. Social skills include interpersonal skills, responsibility, self-esteem, naïveté,
obeying of rules and laws, and avoidance of victimization.
3. Practical skills include activities of daily living, occupational skills, and
maintenance of safe environments.

3. The third criterion is that The disability originates before the age of 18.
 Conception through 18 years of age is considered the developmental period and is
the phase of the life cycle preceding adulthood. It is during this time that various
developmental processes are being achieved.

Classification of Intellectual Disabilities

Most school systems use the American Psychological Association’s classifications of intellectual
disabilities.
•mild (IQ of about 50 to 70)
•moderate (IQ of about 35 to 50)
•severe (IQ of about 20 to 35)
•profound (IQ below about 20)

- the level of the disability can be improved

- some who have mild i.d. are often considered as learning disability because it is more less
discriminated

Stages of Cognitive development

According to Jean Piaget
- 1 slide for the title -
(key terms lang ang need sa ppt, pero need mo yang mga yan para sa explain)

- Sensorimotor Phase: 0 to 2
- Schemas are patterns of repeated behavior
- Coordinating sensory experiences with physical, motoric actions to
construct their understanding of the world
- Use of symbols
- Prefer solitary play

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 - Schemas are patterns of repeated behavior that allow children to explore and develop
their play through their thoughts and ideas.

-
- Children functioning at the sensorimotor phase prefer solitary play (independent play,
they play on their own)
- the sensorimotor phase is when children learn to differentiate themselves from objects
and others.
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Preoperational Thought Phase: Ages 2 to 7

- Operations = logical thinking

Preconceptual subphase or Symbolic function - Ages 2 to 4

- Mentally represent an object that is not present
- sent an object that is not present
- Prevalence of pretend play
- Drawings can be fanciful and inventive
- Prefer parallel and associative play
- Enjoy activities that employ rhythms, dance, and make-believe experiences.
-
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- preconceptual subphase- Ages 2 to 4

- Commonly known as Symbolic function
 -

- --------------------------------------------------------------------------------

- Intuitive thought subsphase - Ages 4 to 7

- Use primitive reasoning, seek answers to all sorts of questions
- Rhythmic dance and low-organization games facilitate cooperative play at the later
preoperational thought phase.
- The child also begins to exhibit interest in relationships between people.

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Concrete Operations Phase: Ages 7 to 11

- operational thought
- which enables them to develop mental representations of the physical world and
manipulate these representations in their minds (operations).
- logical idea
- Children’s thinking becomes more consistent, stabilized, and organized
- Use play to understand their physical and social world.
- Rules and regulations of play
- Enjoy lead-up sports and individual and dual activities
such as dodgeball, kickball, tag, Simon Says, and hide and seek

Formal Operations Phase: Age 11 to Adulthood

- Hypothetical and use abstractions to solve problems
They are able to think in terms of the hypothetical and use abstractions to solve
problems.
- Pure symbolism
They enter the world of ideas and can rely on pure symbolism instead of operating solely
from physical reality.
- Use systems of formal logic in their thinking.
- They can establish assumptions and hypotheses, test hypotheses, and formulate
principles, theories, and laws.
They are able to consider all of the possible ways a problem can be solved and to
understand the effects of a variable on a problem.
Children at this phase can isolate the elements of a problem and systematically explore
possible solutions.
- Able to understand and execute complex game strategies of team sport and create
movement sequences that interpret a theme, feeling, or event.
In this last phase of development, they are able to understand and execute complex
game strategies of team sport and create movement sequences that interpret a theme,
feeling, or event.

Piaget and Play

(make the discussion interactive, ask classmates if they can still remember what they did during
that age, pretend game, childhood)
(every type of play that is involved in the Cognitive development) (magpakita ng mga pics na
may play)
- why needed to discuss?
- To learn appropriate activities that can be done to the students in an appropriate
age

- most primitive type of play is practice play or exercise play (picture ng bata na
nagrarattle)
- The child repeats clearly acquired skills (schemata) for the pleasure and joy of it.
The infant repeats a movement, such as shaking a rattle over and over, and exhibits
pleasure in doing so. This type of play does not include symbolism or make-believe.

- Later in the sensorimotor phase, the play in which the child engages is called
ritualization.
- More and more schemata are developed and used in new situations.
play is individual or egocentric, and no rules are involved
- Play becomes a happy display of mastered activities; gestures are repeated and
combined as a ritual, and the child makes a motor game of them.
As progress is made, the child forms still newer combinations from modified schemata.
Symbolic schemata enable them to begin to pretend in play.
- .

- The preconceptual phase within the preoperational thought phase marks the
transition from practice play to symbolic play.
At the preconceptual phase, play extends beyond the child’s own actions.
- The child relates a story in the correct order, is capable of a more exact and
accurate imitation of reality, and uses collective symbolism.
Child not only begins to play with one or more companions but also continues to display
parallel play.
Child can think in terms of others, and social rules begin to replace individual ludic
symbols.
For example, games of tag and games related to the hiding of a moving object are now
played.
Although play is egocentric, opportunities for free, unstructured, and spontaneous play
are important.
Children at this level are not positively responsive to intuitive thought.
Advancement occurs from egocentricity to reciprocity in play.
Thus, opportunities for cooperative play become appropriate.
The collective symbolism associated with cooperative play is at its beginning in this
phase.
Guessing games, games based on looking for missing objects, games of make-believe,
and spontaneous games are stimulating for children during this phase.
 Responding to tag games, for example, indicates that children are beginning to play with
others and to consider others during play

- At the concrete operations phase, there is an increase in games with rules.

Rules might be handed down, as in cultural games, or developed spontaneously.
An expansion of socialization and a consolidation of social rules occur.
Thus, the playing and construction of group games with rules becomes attractive to
children.
As the child enters and moves through this phase, play becomes less concerned with
make-believe and more concerned with so-called real games.

Cognitive Play
Development

Sensory Motor - the play in which the child engages is called ritualization.
- More and more schemata are developed and used in new
situations.
play is individual or egocentric, and no rules are involved

Application of Cognitive Development to Teaching

(connect the discussion earlier to real life setting and application in teaching)

First, because language is more abstract than concrete,

● teachers need to reduce verbalization of instructions and emphasize tactile,
kinesthetic, visual, and other more concrete forms of instruction.
Children who cannot readily transfer
● learning or apply past experiences
to new situations need more gradual task progressions in smaller sequential steps and need to
learn and practice skills in the environments in which they are used.
It is also important to consider the level of cognitive development in teaching rules and game
strategies. As cognition develops, more complex rules and strategies can be introduced.

- Knowing the type of play and play groups associated with developmental phases
can influence successful participation in game.
 - Individuals at the developmental age of 6 or earlier respond with greater enthusiasm for
make-believe games played in small groups.
- language development should be considered in verbalization.
For example, it is often helpful to emphasize action words and simple sentences rather than
multiple complex sentences when communicating instructions.
● Demonstrations and physical assistance will facilitate the instructional process.
● Feedback on the quality of performance should be short and specific.

—- Characteristics of Individuals With Intellectual Disabilities—--

Capacity and Rate of Learning

The greater the degree of intellectual disability, the lower the cognitive level at which the
person functions. Other characteristics affecting learning are a limited ability to generalize
information, short attention span, and inability to understand abstract concepts.

May not be able to progress beyond the level of concrete operations, or may be incapable of
surpassing the preoperational thought subphase. Children needing extensive or pervasive
support often function at the sensorimotor cognitive phase and may not benefit from traditional
schooling.
Although self-contained classes and separate schools for children needing extensive or
pervasive support exist in most school systems, the primary educational objectives for these
children involve mastery of basic life skills and communication skills needed for their care.

Social and Emotional Responses

Because they have difficulty generalizing information or learning from past experiences at
the same rate or capacity as children without intellectual disabilities, they are likely to be
unprepared to handle all the situations they encounter.

Children with intellectual disabilities often do not fully understand what is expected of them, and
they might respond inappropriately because they have misinterpreted the situation rather than
because they lack appropriate responses.

Physical and Motor Development

The greater the intellectual disability, the greater the delay in attaining major
developmental milestones.
As a group, children with intellectual disabilities typically walk and talk later, are slightly shorter,
and usually are more susceptible to physical problems and illnesses compared with other
children.
In comparative studies, children with intellectual disabilities consistently score lower than
children without intellectual disabilities on measures of strength, endurance, agility, balance,
running speed, flexibility, and reaction time.
Although many students with intellectual disabilities can successfully compete with their peers
without intellectual disabilities, those students needing extensive or pervasive support have a
discrepancy equivalent to four or more years behind their peers without intellectual disabilities
on tests of physical fitness and motor performance.
Children with Down syndrome tend to have hypotonic musculature and hypermobility of the
joints, which permits them greater than normal flexibility, and, because of weak ligaments and
muscles, places them at greater risk of injury.

children aged 10 to 17 with intellectual disabilities needing intermittent or limited support should
achieve levels of aerobic capacity, body composition, flexibility, abdominal strength, upper body
strength, and endurance (necessary for positive health, independent living, and participation in
physical activities)

Many children with intellectual disabilities are hypotonic and overweight. Nutritional guidance
and fitness activities might be necessary to enable a student to perform at a higher skill level.

Many children with intellectual disabilities have other disabilities as well.

Physical Education Programming (boi pakita ka ng pics na related sa health nila)

Down syndrome require medical clearance for activity participation and careful planning of the
physical education program.

(necessary for positive health, independent living, and participation in physical activities)

Many children with intellectual disabilities are hypotonic and overweight. Nutritional
guidance and fitness activities might be necessary to enable a student to perform at a
higher skill level.

Disproportionate bodies pose many problems with body mechanics and balance.

Activities done on uneven surfaces or requiring rapid change of direction can cause anxiety and
pose greater risk of injury and failure. Club hands and clubfeet, postural deviations, and cerebral
palsy are all prevalent among children with intellectual disabilities, and physical educators must
consider these factors when planning each child’s program
Many children with intellectual disabilities have other disabilities as well
Down Syndrome
Trisomy 21

Characteristics (pakita ka pic na may characteristics nila)

Short stature with short legs and arms in relation to torso Poor muscle tone Flattened facial
profile and nose Small head, ears, and mouth Eyes slanted upward and outward Mild to
moderate obesity Underdeveloped respiratory and cardiovascular systems Broad hands and
feet with short fingers and toes and a single crease in the palm of the hand Poor balance
Perceptual difficulties Poor vision and hearing loss

Many individuals with Down syndrome also have an increased risk of certain medical
problems such as congenital heart defects, respiratory and hearing problems,
Alzheimer’s disease, childhood leukemia, and thyroid conditions.

Physical Education Programming

e require medical clearance for activity participation and careful planning of the physical
education program. Aerobic activities and activities requiring maximal muscular
contraction must be adapted and carefully monitored.

Muscle hypotonia (low muscle tone) and hypermobility (above normal mobility) of the
joints often cause postural and orthopedic impairments, such as lordosis, ptosis, dislocated
hips, kyphosis, atlantoaxial instability, flat pronated feet, and forward head.
Exercises and activities that cause hyperflexion are contraindicated because they put undue
stress on the body that could result in hernias, dislocations, strains, or sprains.
Instead, exercises and activities that strengthen muscles around the joints, thereby
stabilizing them, should be encouraged.
Poor eyesight and hearing in children with Down syndrome require teachers to employ
adapted equipment and teaching strategies typical for those with sensory impairments.
Assessment (pakita mo ung dalawang assessment)
Assessment is necessary to determine the status and needs of students with intellectual
disabilities.

Winnick and Short (2014) recommend using task analysis or other measures of physical
activity as an alternative to standardized tests to measure the physical fitness of those
with such support needs. Pedometers are being used more often to measure active
involvement in physical activity. Alternative assessments incorporating teacher-developed or
adapted rubrics, analytic rating scales, and checklists are also appropriate to measure the
physical abilities of this population.

Two tests developed specifically for use with students with intellectual disabilities are
recommended (pakita pic each para mavisualize nila):

the Brockport Physical Fitness Test Second Edition

(BPFT2) (Winnick & Short, 2014), designed to measure health-related physical fitness in
students with mild limitations aged 10 to 17 years;

Special Olympics coaching guides (Special Olympics, 2014b), designed to measure

gross motor development and motor and sport skills.

Organizational Methods
Certain organizational methods have proven particularly successful in aiding the learning of
students with intellectual disabilities and enabling them to be included in activities.

Learning Stations
Learning stations permit flexibility, allow students to progress at their own pace, and
provide safe and successful learning experiences for all students, with and without
intellectual disabilities. Stations might focus on a theme (e.g., physical fitness, dance,
sport-specific skills like tennis or basketball, motor skills) and promote full integration while
accommodating large numbers of students.

Differentiated Instruction
This approach encourages inclusion of all students because it allows for diverse learning
styles and ability among students. The goals and content are the same for all students, but
the teacher employs a variety of teaching and learning styles such that all students in the class
are able to gain varying degrees of knowledge and skill based on their individual abilities.
Individualized adaptations to the environment, materials, equipment, and rules according to
each student’s skill level are encouraged.

Peer Instruction and Cross-Age Tutoring

Use of peers (other students with or without disabilities) to help children with unique
needs. It is common for young children to rely on slightly older peers as role models.
Cross-age tutoring is an excellent way of providing children with intellectual disabilities
role models whom they can imitate. Peer instruction and cross-age tutoring increase
personalized instruction time for students with intellectual disabilities

Community-Based Instruction
Teaching skills in the actual environment where the skills will ultimately be used is preferable to
artificial environments such as the classroom or gym.
Teaching specific skills in a school environment often entails reteaching the same skills in
community environments.
teaching students to access and use community health club facilities, bowling facilities, or pools
is preferred to teaching these activities in school gyms or pools. This top-down approach to
teaching starts with the end result (bowling at the local bowling center) and works backward to
identify all the cognitive, social, physical, and environmental components that need to be taught.
e. Each of these components may be task analyzed and used for initial assessment, the
basis of instruction, and final assessment. The top-down approach to teaching can and
should be applied to all sports

Partial Participation
Acquire some of the skills needed to participate in an activity, the parts of the skills that cannot
be performed can be compensated for through physical assistance, adaptations of equipment,
or rule changes. Often, peer tutors can provide physical assistance, while modified
equipment and rule changes can allow students to participate in an inclusive setting.
 - Use of physical assistance, adaptations of equipment, or rule changes

Instructional Methods
How information is presented to students with intellectual disabilities often makes the
difference between success and failure
They also carefully select teaching methods to match the students’ level of cognitive
development.

Concrete and Multisensory Experiences

Instruction should be concrete, emphasizing only the most important task cues
demonstration or modeling, physical prompting, or manipulation of body parts should
accompany verbal instruction. It is vital that demonstrations and modeling be performed
correctly so that students do not copy incorrect ways of performing the skill. Verbal instructions
and cues should be short and simple (no longer than 30 seconds) and focus on action
words e.g. “Run,” “Walk,” or “Hop.

Data-Based Teaching

By charting student progress, teachers and students can often determine when an
objective will be accomplished (e.g., complete two laps around the gymnasium).

Cooperative charting by the teacher and student can provide

- motivation and direction to help a student estimate how long it will take to accomplish
any new task,
- set personal objectives to accomplish a task within a reasonable margin of error
- identify practice techniques for reaching the objectives.

Ecological Task Analysis

instructors should break skills down into sequential tasks—either chronologically or

from simple to complex components—when working with children with intellectual
disabilities.

This ecological task analysis (ETA) must also account for the child’s limitations (e.g., intellectual
disability, limited range of motion) as well as any environmental factors (e.g., size of ball, speed
of ball, length of bat, distance to target) that may influence performance of the task or skill.
Behavior Management

Applying behavior management principles such as cueing, reinforcing, and correcting is

critical to the success of task analyzing skills and teaching all the smaller behaviors that
enable a student to learn and perform the skill.

Behavioral principles must be systematically employed and coordinated.

Substantial evidence indicates that the shorter the time lapse between student performance and
feedback, the more learning is facilitated, especially for individuals with intellectual disabilities
who need extensive or pervasive supports.

Moving From Familiar to Unfamiliar

Intellectual disabilities have difficulty applying past experience and previously learned
information to new though similar tasks, they are more likely to view each new task as a
novel one.

Teachers should begin to teach well within the range of student skill and comprehension.
Tasks should be divided into small, meaningful steps; presented and learned
sequentially; and rehearsed in total with as little change in order as possible.

A word of caution: Children with intellectual disabilities often have short attention spans, and
although progression to new tasks should be gradual, teachers should plan many activities to
keep the student’s attention. For example, if the lesson is practicing the fundamental motor skill
of hopping, the teacher might need to plan several separate hopping activities in a 20-minute
lesson. The use of music and make-believe often improves attention span and
involvement, especially in younger children. Also, music may be used as a reward when a
student achieves an objective or goal.

Consistency and Predictability

Consistency of teacher behavior helps establish and maintain a sound working

relationship between teacher and students.

When students know what to expect, they can plan their behaviors knowing what the
consequences will be.
Consistency in class structure, teacher behavior, and expectations helps promote
learning. Teacher behavior should be kind yet firm, patient, and always positive when
reinforcing desired behaviors and providing feedback on the execution of a skill.
Choice Making

Choice making allows students with little control of their body and environment to have
some control of their activity program

Allowing students to choose which activity they want to play, which ball they prefer, how
they would like to be positioned, who they would like to assist them, when they need to
stop and rest, and so on.

Giving students choices sometimes makes the difference in whether they truly engage in an
activity or just go through the motions

Activity Modifications (beh lahat yan isasama sa ppt)

students with intellectual disabilities can often participate successfully in physical

education and sport alongside peers without disabilities

The following are some of the ways in which activities are often modified.

● Making the rules simpler or clearer based on the learner’s level of comprehension.
● Understand that students sometimes break the rules because they do not understand
them.
● Working as a class to create new rules. This way peers are making the rules, thus
creating a greater chance that students will understand them.
● Breaking tasks into simpler, smaller steps, reducing the risk of the student’s becoming
overwhelmed.
● Substituting fundamental motor skills and patterns for more highly developed sport skills.
● Allowing students to sit, hold on to a bar, or hold a peer’s hand for support.
● Substituting softer, lighter, or slower balls for striking and catching.
● Substituting larger balls for kicking and striking.
● Substituting shorter, lighter, or broader striking implements.
● Substituting stationary or suspended balls for moving balls.
● Enlarging the target or goal area.
● Using concrete boundaries, such as cones, poly spots, and ropes. 319

Activities (nadrain na utak ko w8 lng, charge lang ako mga 30 min)

physical educators should be aware of the games, activities, and sports enjoyed by
children in the community.
These activities are good choices for the physical education class and are consistent with the
current emphasis on universal design for learning.
Cooperative programming with local recreation agencies can promote successful
inclusion of students with intellectual disabilities in structured community-based play
groups.
Activities should be fun yet challenging to the student with intellectual disabilities.
Activities are not fun when they are beyond the understanding and skill of the
participants.
Music and make-believe help stimulate interest and involvement in games when working
with younger children.

Activities According to Chronological Age

Instructors should base the activities and skills they teach on a student’s chronological
age and on activities that the student’s similarly aged peers enjoy.
However, one must consider students’ functional abilities and cognitive development
when determining what teaching methods to employ and how to present skills and activities.
Teaching chronologically age appropriate skills and functional skills frequently used by all
students in natural, domestic, vocational, community, and recreational environments minimizes
the stigmatizing discrepancies between students with and without disabilities

Rhythm and dance, lifelong sport skills, and fitness activities are age appropriate and
can be used in community programs.
A particular need of individuals with intellectual disabilities is to develop the motor skills and
physical fitness levels required for optimal vocational training and use of leisure time.

Activities for Students Needing Intermittent or Limited Supports

Select activities that stimulate language development and problem-solving skills for
young children with intellectual disabilities needing intermittent or limited support.
Fun activities that involve make-believe, singing, dancing, and verbalization (e.g., Simon
Says or Busy Bee) can help keep their attention, therefore stimulating and reinforcing cognitive
development.
Verbal rehearsal of cues and prompts also stimulates language development.
Older students with intellectual disabilities needing intermittent or limited supports often
excel in sport; in fact, sport might be their primary avenue for success and self-esteem

basketball, soccer, hockey, baseball, and dancing are often popular among adolescents
needing intermittent or limited supports, even though concepts of team play, strategy, and rules
can be difficult for them to learn.
Highly skilled students with intellectual disabilities can learn strategy and rules through
concrete teaching strategies.
Skill and sport activities such as those fostered by Special Olympics are enjoyable for
students with intellectual disabilities needing intermittent or limited supports.

Activities for Students Needing Extensive or Pervasive Supports

More and more of these students are functioning successfully in inclusive classroom
settings, particularly when appropriate support systems are in place.
Their level of intellectual and motor functioning is basic.
Their activity is generally characterized by little student interaction (i.e., parallel play),
with most interactions occurring between teacher and student.
Children needing extensive or pervasive supports generally need an educational
program that includes sensorimotor skills, fundamental skills, movement patterns, and
physical and motor fitness development

Most students needing pervasive support are unable to independently perform age
appropriate functional skills.
However, the addition of physical assistance and technologies in the form of adapted
equipment (e.g., bowling ramp, lowered basketball net), switches, and computers enables
many such students to participate in chronologically age appropriate functional activities
in natural environments.

Strategies for Inclusion

About 48 percent of all students with intellectual disabilities spend less than 40 percent
of their day outside general class, and 54 percent spend 40 percent or more of their day
outside general class.
Their teaching strategies must ensure that students with intellectual disabilities will
comprehend instructions and achieve success in the inclusive gymnasium.

Accept and respect their peers with intellectual disabilities and understand how they can
best support and communicate with them.
Teachers can promote integration by using the teaching methods presented earlier.
Many students and adults with intellectual disabilities participate in general school and
recreational sport programs.

Special Olympics

The mission of Special Olympics is to provide year-round sport training and athletic
competition in Olympic-type sports for children and adults with intellectual disabilities

Paralympic Games for Individuals With Intellectual Disabilities

They include athletes with spinal cord injuries, amputations, blindness, deafness,
cerebral palsy, intellectual disabilities, and les autres (athletes with a physical disability
that does not fall under one of the other categories).
Unlike the Special Olympics, the Paralympic Games provide international competition
only for elite athletes with intellectual disabilities, 15 years and older, who meet minimum
qualifying sport standards.
Every four years, just after the Olympic Games and at the same venues.

Safe Participation (ikaw na dito magexplain para masaya hahahaha); tapos explain mo
ung flexible muscles na sinasabi mo kahapon

Special Olympics has prohibited training and competition in certain sports that hold
unnecessarily high risk of injury, especially injury that could have lifelong deleterious
effects.
Prohibited sports are pole vaulting, boxing, platform diving, most martial arts, fencing,
shooting, contact football, rugby, wrestling, karate, Nordic jumping, trampolining, and the
javelin, discus, and hammer throw.
Most individuals with Down syndrome have some increased flexibility of joints, called
ligamentous laxity, which can affect any of their joints.

intellectual disabilities, particularly those with Down syndrome, are cardiopathic,

students should receive activity clearance from a physician. (pic pre pic)

Another common condition of individuals with intellectual disabilities is muscular

hypotonia (flabbiness). (pic pre pic)

Physical educators must take care not to plan exercises and activities that are beyond
the capabilities of students with muscular hypotonia, because they can lead to severe
injury. Abdominal and lower back exercises must be selected with care, and daily
foot-strengthening exercises are recommended.