Session 1. Course 605 and 606. Basic Brain: Hands together Amygdala : Developmental decision making ability. Safety First: Upside-down brain story (Criminals). Connected Kids Learn. The dreaded AUDIENCE PARTICIPATION!. Going Back in Time.
Course 605 and 606
Going Back in Time
Back to Back
Pair and share: 10 things about your new partner.
Circles of Learning: What are they and why do we use them?
In Depth with Jesse
Definition of Cognitive disabilities needs to be updated
Strengthens the need to assess individual adaptive behavior areas rather than a reliance on one over all adaptive behavior score
Cognitive disability means:
Valid assessment considers cultural and linguistic diversity as well as differences in communication and behavioral factors
The deficits in adaptive behaviors occurs within the context of community environments typical of the individual’s age peers
Specific adaptive behavior deficits often coexist with strengths in other adaptive behaviors or other personal capabilities
With appropriate supports and services over a sustained period, the life functioning of the individual with cognitive disabilities will generally improve
The IEP team may identify a child as having a cognitive disability if the child meets the criteria specified in PI 11.36 (1) (b) with regards to;
The child has a standard score of 2 or more standard deviations below the mean on a least one individually administered intelligence test developed to assess intellectual functioning.
When evaluating a child, the child has;
The child has deficits in adaptive behavior:
Assessments include interviews of the parents, tests, and observations of the child in adaptive behavior which are relevant to the child’s age
Adaptive Behavior to be assessed includes;
Social skills (relevant for ages 3-21)
Self-direction (relevant for ages 6-21)
Leisure (relevant for ages 6-21)
The child is age 3 through 5 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments in at least 2 of the following areas:
The child is age 6 through 21 and has a standard score of 2 or more standard deviations below the mean on standardized or nationally-normed measures, as measured by comprehensive, individual assessments, in;
And at least 2 of the following areas:
In the 1992 AAMR definition of CD, levels of
supports are used to reflect intensities of
supports and services necessary for
individuals with CD to become more
independent, productive, and integrated into
Cognitive disabilities typically manifest before age 18
The IEP team shall identify all of the following:
Modifications, if any, in regular education, such as;
Modifications, if any, in regular education, that allow the child:
Additions or modifications, if any, not provided in general curriculum, including:
American Association on Mental Retardation (1992), Mental Retardation, Definition, Classification, and Systems of Supports, Washington D.C., Author
What is an IEP?
Handout: Guide for Writing IEPs