MANAGEMENT OF INTELLECTUALLY CHALLENGED PEOPLE

1. MANAGEMENT OF INTELLECTUALLY CHALLENGED PEOPLE BY MRS.RUK.E.NAZ VICE PRINCIPAL NSEC(MRC) ISLAMABAD

2. INTRODUCTION • Intellectual disability is life-long condition and cannot be medically treated, The fact is difficult to accept , but we have to find the better solution , to provide care to these people. • Scientific research has shown the intellectual disable can live healthy and to some extent independent life if we provide right kind of support and services as health care early intervention , education , vocational training and so on.

3. As citizen of a civilized society ,it is the right of intellectually challenged people to lead their lives with respect and dignity. • This is possible if we bring positive change in the society . • Family perceptive is also important when we talk about intellectually disabled family support is very important to get better result to achieve these aims professionals from many fields, families ,NGOs and society as whole has to work together.

4. DEFINITION • Definition of Intellectual disability or mental retardation In past term mental retardation was commonly used, but now many terms as mentally challenged, develop mentally disabled, cognitive impaired with the term Intellectually disabled covering wider rang in the 21st century. • Significantly sub-average General Intellectual Functioning. • Associated with deficits impairment in behavior.

5. On-set before age of 18 (development period). (Grossmann 1983) • As the Intellectual disability has limitations both in Intellectual functioning and adaptive behavior. General Intellectual functioning: Is also called intelligence, refers to mental capacity as learning, reasoning and problem solving etc. • One criterion to measure intellectual functioning is an IQ test.

6. IQ=mental age X 100 chronological age Generally an IQ test score of around 70-75 indicate Intellectual limitations. Adaptive behavior: limitations in it comprises three skill types. • Conceptual skills. • Social skills. • Practical skills. • Both areas to be assessed carefully.

7. The American Association on Intellectual and developmental disabilities (AAIDD) stresses on other factors such as: • Community environment. • Linguistic diversity. • Cultural differences. • Opportunity & experience.

8. Classification of Intellectually challenged • This term covers a broad range of children and adults who differ from one another in the severity of developmental delay, in the causes of the condition, and in the special educational strategies that have been designed for them. It is important to use the terms suggested by AAMD as: • Borderline and mild retardation. • Moderate retardation. • Severe and profound retardation.

9. Mild Moderate severe/Profound IQ70-50 50-35 35-20 6 years 1-5 years 0-1 years Teacher Parents Physician Parents Physician • Mild retardation often goes un-identified until a child reaches school age. In pre-school years this problem can’t be identified until academic learning starts.

10. The moderate level of children are identified during infancy and early child hood because of there work developmental delays and some time by physical appearance. • Most severally and profound children have multiple handicaps, e.g. in addition to being mentally retarded, the child may have cerebral palsy and a hearing loss.

11. Types of Intellectually Disable • Down syndrome:- (Mongolism) chromosomal abnormalities 47 instead of 46. • Hydrocephalous:- (Hydro-water, cephalo-brain) upper skull gradually increases in size. • Microcephalus:- (micro –small, cephalo-brain) congenital problem. • Autism:- Developmental disorder, Early onset, Failure of Social relationship, Deficit in communication skills. • Epilepsy:- Seizures/Fits, Uncontrolled abnormal behavior.

12. Special Education Needs of Intellectually Disable • These children needs Special Education in Special environment as Special Schooling, Parents education vocational training and sheltered workshops. Many intellectually disabled persons are becoming productive and nearly independent member of society, in some cases special training and guidance is required.

13. Mild • The mild children have capacity to develop in three areas: (1) Academic subjects at primary level. (2) Social adjustment the child can adopt independently in the society. (3) The occupational potential to be partially or totally self-supporting as an adult. • Working Areas are early Education, Pre-Reading/Pre-Writing, Reading/Writing, Mathematics, Physical Education, Pre-Vocational/Vocational Skills, Music Therapy, Social Skills, Communication Skills.

14. Moderate • 1. The child who is moderate level can learn academic skills for functional purposes. 2. They achieve some degree of social responsibility. 3. Attain partial vocational adjustment with assistance. 4. The child is capable of self help skills as undressing/dressing, Toileting, Feeding. • Pre-Reading/Pre-Writing, Pre-Numbers skills, Money management, Pre Vocational Skills, Music Skills, Behavior management, Communication Skills, Must be the part of their Education.

15. Severe • 1. This group has multiple handicapped. 2. Need to improved motor and communication skills. 3. They require life time supervision, but reinforcement therapy techniques can be help to teach some self-help skills. • Self care skills, Gross motor skills, Fine motor skills, Daily Living skills, Toileting, Feeding, Dressing, Washing hand and face, Bathing, Social skills, communication skills.

16. Functional Setup • Registration:- Registration of children with mild to profound of mental retardation. • Assessment:- Complete initial assessment of the child by a multi-disciplinary team consisting of Psychologist, Special Educationist, medical Officer, Speech Therapist and Vocational Instructor is done. The purpose of the assessment is to get a clear picture of the child i. e. what are his strengths and weaknesses. This assessment is carried out by the assessment material. The assessment Performa is developed, Initial Assessment Report, Natal History, Areas of Development, Test Result and Comments.

17. Curriculum:- Curriculum is device through which school organizes professional and material resources to achieve desired aim. Curriculum provide direction and relevant information from which we can select the content of teaching & resources the curriculum is in form of record book easy to use by all teachers. It consists of Physical development, cognitive development, Language development, Self help skills, Practical life skills, Rudimentary academics, Social Skills, Pre-Vocational.

18. Individualized Educational Plan (IEP) • IEP is prepared according to the functional level of the child. Special objective based approved curriculum is being used. • Program Plan:- Core Area:- Gross Motor Skills:- Date Set Target Behaviors Achieved Task Analysis:- Forward Chaining Steps Baseline Trails.

21. Any Q

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