Mild Mental Disability or MMD

Mild Mental Disability or MMD • “Mild Mental Disability” means that a child has: • cognitive functioning at least two (2) but no more than three (3) standard deviations below the mean; • adaptive behavior deficit at least two (2) standard deviations below the mean; • a severe deficit in overall academic performance including acquisition, retention, and application of knowledge; and • manifestation during the developmental period. KAR 1:280 §1(37)

Typical Characteristics and Needs of Students Identified as MMD • Need intermittent to limited support • No apparent physical differences from non-disabled peers • Mild to moderate developmental delays • Identified in school setting: • Cognitive disability most apparent

MMD (Recognizable Characteristics) • sit up, crawl, or walk later than other children • learn to talk later, or have trouble speaking • find it hard to remember things • have trouble understanding social rules • have trouble seeing the consequences of their actions • have trouble solving problems • have trouble thinking logically • have trouble taking care of oneself

Accelerated performer Meets and rises to challenges most obvious factor to recognize Performer Does pretty much what’s expected Typical student with MR Accelerated Performer v. Performer

Abstract Thinker Elaborates on the concepts presented Anticipates the outcomes Applies relevance to circumstances Concrete Thinker Very specific response Practical and basic application Abstract Thinker v. Concrete Thinker

Challenged Eager Invites change Exploratory Innovative Systematic Benefits from routines Prefers structure Challenged v. Systematic

AAMR 1983 Classifications Mild Mental Retardation Moderate Mental Retardation Severe Mental Retardation Profound Mental Retardation IQ Range 50-55 to 70 35-40 to 50-55 20-25 to 35-40 Below 20-25 Mental Retardation: Classifications

Prevalence • 11% of all students with disabilities are classified with mental retardation • 611,076 children aged 6-21 • Approximately 2.5% (6 million) of the general population would be classified as mildly retarded • The remaining 0.5% (over 1 million) would fall into the range of moderate through profound mental retardation.

Common Causes of MR • Genetic Conditions • Problems during pregnancy • Problems at birth • Health problems KAR 1:300 §3(2)(3)

Eligibility Guidelines forMild Mental Disability (MMD) KAR 1:300 §3(2)(3)

MMD Eligibility Guidelines KAR 1:300 §3(2)(3)

Eligibility

IQ Scores and Descriptors

Adaptive Behavior KAR 1:300 §3(2)(3)

a severe deficit in… overall academic performance including acquisition, retention, and application of knowledge KAR 1:300 §3(2)(3)

Manifested during the developmental period KAR 1:300 §3(2)(3)

Eligibility (cont.) Adverse Affect: the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. KAR 1:280 §1(2)

Eligibility (cont.) Exclusionary Clause: The student is not eligible for services if the ARC determines: • A lack of instruction in reading • A lack of instruction in math • The student is limited English proficient • The student child does not meet eligibility criteria KAR 1:280 §1(2)

Eligibility (cont.) KAR 1:300 §3(2)(3)

Evaluation Planning Form KAR 1:300 §3(2)(3)

Develop the Evaluation Plan Based on referral information & eligibility requirements, determine additional information needed • Determine needed areas of evaluation; • Determine types of personnel to complete evaluation components; • Target specific areas for observation; • Determine the need for Assistive Technology Evaluation; and • Determine the need for modifications to evaluation procedure(s).

Develop the Evaluation Plan Small Group Activity Determining Needed Evaluation Plan Components

Evaluation Planning Form Medical Statement KAR 1:300 §3(2)(3)

Evaluation Planning Form (cont.) KAR 1:300 §3(2)(3)

Mild Mental Disability or MMD