Intellectual Disabilities Across the Lifespan

, by Drew, Clifford J.; Hardman, Michael L.

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ISBN: 9780131707344 | 0131707345
Cover: Hardcover
Copyright: 3/27/2006

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This book provides an introduction to intellectual disabilities that is highly readable, comprehensive, and reflective of the broad array of human stories associated with this condition. This volume is strongly based in human development and follows the development of individuals with intellectual disabilities from conception through birth, infancy, and early childhood, and then through the elementary school, adolescent, and adult years. Intellectual disabilities is a field in which this complete cycle of human life is important for a full understanding of the challenges and issues involved. The authors also examine intellectual disabilities from the perspective of many disciplines. It is important to examine collaboration among disciplines and its impact on the person with intellectual disabilities and his or her family. This edition has updated and expanded coverage of a number of growing areas related to the field of intellectual disabilities

Introduction	p. 1
Understanding Intellectual Disabilities	p. 2
Chapter Preview	p. 3
Advocating for Tommy	p. 3
Historical Perspectives	p. 5
Disciplines and Professions	p. 7
Disciplinary Perspectives and Contributions	p. 7
Terminology	p. 8
Contributions of Biological and Medical Sciences	p. 12
Contributions of the Behavioral Sciences	p. 13
Contributions of Education	p. 15
Disciplinary Collaboration	p. 15
Concepts, Definitions, and Classification	p. 17
Intellectual Disabilities as a Concept	p. 17
Intellectual Disabilities: A Definition in Transition	p. 18
Incidence and Prevalence	p. 23
Classification	p. 26
Cross-Categorical Issues	p. 29
Purposes and Uses of Definitions and Classifications	p. 31
Criterion-Referenced Versus Norm-Referenced Measurement	p. 33
Labeling	p. 34
New Issues and Future Directions	p. 35
Chapter Review	p. 40
Core Questions	p. 40
Roundtable Discussion	p. 41
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 42
References	p. 43
Diversity Issues	p. 48
Chapter Preview	p. 49
Denise's Dilemmas	p. 49
Associated Influences	p. 51
Poverty	p. 51
Cultural-Social Mores	p. 54
Language	p. 56
Issues of Assessment and Intervention	p. 57
Human Development and Multicultural Issues	p. 60
New Issues and Future Directions	p. 61
Core Questions	p. 62
Roundtable Discussion	p. 63
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 63
References	p. 64
Identifying People with Intellectual Disabilities	p. 69
Assessment Issues and Procedures	p. 70
Chapter Preview	p. 71
The Beginning Evaluation	p. 71
Issues and Concepts	p. 72
Assessment Use	p. 72
Assessment Referencing	p. 73
Formative and Summative Evaluation	p. 78
Assessment Bias	p. 78
Early Life	p. 80
Screening Concepts	p. 80
Early Life Assessment	p. 83
Preschool Years	p. 91
Intellectual Functioning	p. 92
Language Functioning	p. 93
Perceptual-Motor Functioning	p. 94
Social/Adaptive Behavior	p. 95
Elementary School Years	p. 97
Intellectual Functioning	p. 97
Achievement	p. 97
Assessment Systems	p. 99
Adolescent and Adult Years	p. 100
Intellectual Functioning	p. 100
Vocational Functioning	p. 100
New Issues and Future Directions	p. 101
Core Questions	p. 102
Roundtable Discussion	p. 103
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 103
References	p. 104
Understanding Intelligence and Adaptive Skills	p. 110
Chapter Preview	p. 111
Wanting the Best for Our Unborn	p. 111
The Concept of Intelligence	p. 115
Development of Intelligence	p. 115
Measurement of Intelligence	p. 118
Mental Age and Intelligence	p. 124
New Issues and Future Directions	p. 127
Core Questions	p. 130
Roundtable Discussion	p. 131
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 131
References	p. 132
Development and Causation	p. 135
Basic Principles of Early Development	p. 136
Chapter Preview	p. 137
The Red Flags	p. 137
Human Development: Terminology, Concepts, and Theory	p. 139
Concepts and Terms	p. 139
Developmental Theories	p. 141
The Developmental Process	p. 143
Continuity Versus Discontinuity of Growth	p. 143
Critical Periods and Developmental Vulnerability	p. 144
Prenatal Development	p. 146
Birth	p. 151
Neonatal Development	p. 153
New Issues and Future Directions	p. 158
Core Questions	p. 159
Roundtable Discussion	p. 160
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 160
References	p. 161
Early Influences and Causation	p. 162
Chapter Preview	p. 163
The Scary Risks of Pregnancy	p. 163
Early Causation: The Fetus and Infant at Risk	p. 165
Genetic Causation	p. 165
Prenatal Causation	p. 168
Perinatal and Postnatal Causation	p. 177
Professional Intervention	p. 182
New Issues and Future Directions	p. 184
Core Questions	p. 186
Roundtable Discussion	p. 186
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 187
References	p. 187
Intellectual Disabilities: Preschool and School Years	p. 191
Infancy and Early Childhood	p. 192
Chapter Preview	p. 193
Helen and Joey	p. 193
Physical Development	p. 194
Neuromotor Development	p. 195
Effects of the Environment	p. 200
Professional and Parental Intervention	p. 204
Language Development	p. 207
Normal Language Development	p. 207
Delayed Language Development	p. 208
Cognitive Development	p. 210
Theories	p. 210
Implications for Professional Intervention	p. 212
Psychosocial Development	p. 213
Theories	p. 213
Implications for Intellectual Functioning	p. 215
Professional Intervention	p. 216
New Issues and Future Directions	p. 217
Core Questions	p. 219
Roundtable Discussion	p. 219
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 220
References	p. 220
The Elementary School-Age Child with Intellectual Disabilities	p. 224
Chapter Preview	p. 225
Including Scott	p. 225
Cognitive Development	p. 226
Learning Characteristics	p. 227
Memory	p. 227
Self-Regulation	p. 228
Distribution of Practice	p. 229
Learning Concrete and Abstract Concepts	p. 229
Learning Sets and Generalization	p. 229
Educational Achievement	p. 230
Adaptive Skills	p. 230
Motivation	p. 232
Physical and Health Characteristics	p. 233
Physical Differences	p. 233
Health Differences	p. 233
Educational Programs and Services	p. 234
The Individuals with Disabilities Education Act (IDEA)	p. 234
Inclusion in General Education Settings	p. 238
Full-Time Special Education Classes and Schools	p. 246
Instructional Approaches	p. 247
Teaching Academic Skills	p. 247
Teaching Adaptive Skills	p. 248
Using Assistive Technology	p. 249
Educating the Culturally Different Child with Intellectual Disabilities	p. 250
New Issues and Future Directions	p. 251
The No Child Left Behind Act and IDEA 2004	p. 251
Highly Qualified Special Education Teachers	p. 252
Core Questions	p. 253
Roundtable Discussion	p. 253
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 254
References	p. 254
The Adolescent with Intellectual Disabilities and the Transitional Years	p. 258
Chapter Preview	p. 259
Including Penelope in School and Community Life	p. 259
Expected Outcomes of Secondary Education Programs	p. 260
Employment Preparation	p. 261
Legislative Mandates for Employment Training	p. 261
Career Education	p. 263
Work Experience	p. 264
Community-Referenced Employment Preparation	p. 264
Teaching Adaptive Skills	p. 269
Socialization	p. 269
Self-Determination and Personal Management	p. 269
Recreation, Sports, and Leisure	p. 274
Teaching Academic Skills	p. 274
Transition Planning	p. 275
Coordinating Transition Planning	p. 276
Determining Individual Need	p. 277
Developing an Individualized Transition Plan	p. 277
Involving Students and Parents in Transition Planning	p. 278
Promoting Inclusion with Peers in High School Programs	p. 279
New Issues and Future Directions	p. 281
Core Questions	p. 281
Roundtable Discussion	p. 282
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 282
References	p. 283
Adulthood and Aging	p. 285
The Adult Years	p. 286
Chapter Preview	p. 287
Giving Steve a Chance to Work, Live, and Play in the Community	p. 287
Community Living	p. 289
Making Adult Choices: Competence and Self-Determination	p. 289
The Americans with Disabilities Act (ADA)	p. 291
Supported Residential Living	p. 293
Living with Parents and Siblings	p. 296
Recreation and Leisure in a Community Setting	p. 297
Marriage and Sexuality	p. 298
Research on Adjustment to Community Living	p. 299
Institutional Living	p. 302
Community Employment	p. 303
Employment with No Support Services	p. 305
Employment with Time-Limited Training and Support Services	p. 305
Employment with Ongoing Support Services: The Supported Employment Model	p. 305
Supported Employment Within the Framework of Community Living	p. 307
Structural Features of Supported Employment	p. 308
Supported Employment Models	p. 309
Sheltered Employment	p. 311
New Issues and Future Directions	p. 312
Core Questions	p. 313
Roundtable Discussion	p. 314
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 314
References	p. 315
The Older Person with Intellectual Disabilities	p. 318
Chapter Preview	p. 319
Moving Is Frightening	p. 319
Aging: What Does It Mean? Who Is an Old Person?	p. 320
Research on Aging and Intellectual Disabilities	p. 321
Methodological Problems	p. 321
Identifying the Older Person with Intellectual Disabilities	p. 323
Characteristics of the Older Person with Intellectual Disabilities	p. 324
Mental Functioning	p. 324
Social and Personal Functioning	p. 330
Programming and Future Research	p. 333
New Issues and Future Directions	p. 335
Core Questions	p. 337
Roundtable Discussion	p. 337
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 337
References	p. 338
Family and Social Issues	p. 343
Families	p. 344
Chapter Preview	p. 345
My Child Is NOT Retarded!-Part I	p. 345
Impact of the Child with Intellectual Disabilities on the Family	p. 346
From Awareness to Acceptance	p. 347
Denial	p. 348
Projecting Blame	p. 348
Fear	p. 349
Guilt	p. 350
Grief and Mourning	p. 350
Withdrawal	p. 350
Rejection	p. 351
Searching for a Cause	p. 352
Acceptance	p. 353
Supporting the Family	p. 353
Formal and Informal Family Support Networks	p. 353
Providing Information to Parents	p. 355
The Role of Parent and Professional Associations	p. 355
Building a Parent-Professional Partnership in the Schools	p. 358
Family Support Programs	p. 359
New Issues and Future Directions	p. 360
Core Questions	p. 361
Roundtable Discussion	p. 362
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 362
References	p. 363
Social and Ethical Issues	p. 364
Chapter Preview	p. 365
"Martha, Your Unborn Baby Has Down Syndrome"	p. 365
Background	p. 366
Ethical Issues Throughout the Life Cycle	p. 370
The Prenatal Period	p. 370
The Early Years	p. 371
The School Years	p. 375
The Adult Years	p. 377
Research and Professional Ethics	p. 380
New Issues and Future Directions	p. 381
Core Questions	p. 381
Roundtable Discussion	p. 382
Parent and Professional Organization Positions on Key Issues in the Lives of People with Intellectual Disabilities	p. 382
References	p. 383
Name Index	p. 391
Subject Index	p. 401
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