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Objectives for accomodating instruction for individuals

In fact, the opposite is more often true and the child will fall further behind as he gets older, particularly if no appropriate academic supports are implemented.Even with a good program in place, the cognitive and academic gap between these students and their typically functioning peers often widens with age.

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It is only in the context of academic demands and intensive intellectual challenges that their abilities appear impaired.This type of school-based diagnosis has been referred to as “six-hour retardation”, reflecting the time the student is actually in the classroom and appears to be academically impaired.The assertion that intellectual disabilities is a school-based diagnosis underlines the often arbitrary nature of eligibility requirements in this disability category for future adult services.Prevalence ratings for intellectual disabilities are inconsistent, highlighting the often hidden nature of intellectual disabilities within other disability classifications. Of that number, 9.6%, or 573,264 students, received special education services based on a classification of intellectually disabled.The large majority of individuals considered intellectually disabled are in the mild range with an IQ of 50 to 70.Independence and self-reliance should always be primary goals of all instructional strategies employed with students with intellectual disabilities.

However, a child with a significant intellectual deficit will not be able to cognitively “catch up” to his peers in terms of intelligence and academic performance.

It is important to use curriculum and programs that are successful and research-based whenever possible.

A special thank you to Cynthia Dewes, and staff from the Crown Point School Corporation in Indiana for prompting this idea and for their work.

A label of intellectual disabilities prior to age 18 is necessary for individuals to receive specialized services beyond high school.

With the appropriate supports in place, students with intellectual disabilities can achieve a high quality of life in many different aspects.

The two characteristics shared in varying degrees by all individuals with intellectual disabilities are limitations in intellectual functioning and limitations in adaptive behavior.