Reference no: EM131123450 , Length: 800 words
Websites
• American Association on Intellectual and Developmental Disabilities (AAIDD)
https://www.aaidd.org
Publications
American Journal on Intellectual and Developmental Disabilities Intellectual and Developmental Disabilities
https://www.aaiddjournal.org/
• The Arc
https://www.thearc.org
• The Council for Exceptional Children Division on Autism and Developmental Disabilities
https://daddcec.org/Home.aspx
4-INTELLECTUAL DISABILITIES
• What are the implications for special education in viewing intellectual disabilities as an inherent trait within the individual or as a state of functioning that reflects the fit between a person's capacities and the contexts in which the person is to function?
• What should teachers know about IQ tests and the assessment of intellectual functioning?
• Which is more important in determining a person's level of adaptive functioning: intellectual capability or a supportive environment?
• How are the characteristics of students with intellectual disabilities relevant to planning and delivering instruction?
• What factors might account for the wide differences in the prevalence of intellectual disabilities within the school-age population across states and school districts?
• Why has the prevention of intellectual disabilities proven so difficult?
• What should curriculum goals for students with intellectual disabilities emphasize?
• What are the most important features of effective instruction for students with intellectual disabilities?
• What is needed to make education for a student with intellectual disabilities appropriate in a general education classroom?
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