Intellectual Disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior that affect many everyday social and practical skills.
Intellectual Disability. A disability characterized by significant limitations in general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects an individual’s educational performance. Internships - Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks. (Xxxxxxxx, 2009) Job Accommodations Network (JAN) – This service provides free, expert, and confidential guidance on workplace accommodations and disability employment issues. The JAN also helps people with disabilities enhance their employability and shows employers how to capitalize on the value and talent that people with disabilities add to the workplace. xxxxx://xxxxxx.xxx/ Job Club – Also known as job search or a networking club, which consists of formal and informal groups of job seekers. The purpose of a job club is to assist with the job search process and to provide and receive job search support and advice. Job Coaching- Job coaching refers to the training of an employee by an approved specialist, who uses structured intervention techniques to help the employee learn to perform job tasks to the employer's specifications and to learn the interpersonal skills necessary to be accepted as a worker at the job site and in related community contacts. In addition to job-site training, job coaching includes related assessment, job development, counseling, advocacy, travel training and other services needed to maintain the employment Job Corps – This is a program administered by the United States Department of Labor that offers free-of-charge education and vocational training to young men and women ages 16 to 24. One of the oldest social programs in the federal government today, the Job Corps tries to help young people from disadvantaged backgrounds complete their high school education and get a good start in the working world. The program has trained and educated two million individuals since it was first established during the Great Society era of the 1960s. Job Corps participants receive not only job assistance and education, but also room and board during their time in the program, which can last up to two years. In spite of its altruistic mission, the Job Corps has long been a source of debate between liberals and co...
Intellectual Disability. Multiple Disabilities Section 9. Orthopedic Impairment Section 10. Other Health Impaired Section 11. Specific Learning Disability
Intellectual Disability. Federal & State Definition Eligibility requires the student to meet both the COGNITIVE and ADAPTIVE BEHAVIOR criteria.
Intellectual Disability with an intellectual disability displays significantly sub-average general intellectual functioning, coexisting with deficits in adaptive behavior, that adversely affects the student’s educational performance.1 The student’s sub-average general intellectual functioning and coexistent deficits in adaptive behavior typically manifest during the student’s developmental period. A student with an intellectual disability is one who: • has been determined to have significantly sub-average intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test; and
Intellectual Disability. A disability characterized by significant limitations in general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects an individual’s educational performance. Internships - Internships are formal agreements whereby a youth is assigned specific tasks in a workplace over a predetermined period of time. Internships may be paid or unpaid, depending on the nature of the agreement with the company and the nature of the tasks. (Xxxxxxxx, 2009) Interwork Institute – Center for Distance Learning (II-CDL) – This division of the Interwork Institute at San Diego State University will provide the support for all technology related activities. Job Accommodations Network (JAN) – This service provides free, expert, and confidential guidance on workplace accommodations and disability employment issues. The JAN also helps people with disabilities enhance their employability and shows employers how to capitalize on the value and talent that people with disabilities add to the workplace. xxxxx://xxxxxx.xxx/ Job Club – Also known as job search or a networking club, which consists of formal and informal groups of job seekers. The purpose of a job club is to assist with the job search process and to provide and receive job search support and advice. Job Coaching- Job coaching refers to the training of an employee by an approved specialist, who uses structured intervention techniques to help the employee learn to perform job tasks to the employer's specifications and to learn the interpersonal skills necessary to be accepted as a worker at the job site and in related community contacts. In addition to job-site training, job coaching includes related assessment, job development, counseling, advocacy, travel training and other services needed to maintain the employment. xxx.xxxxxxxx.xxx
Intellectual Disability. The Gainesville ISD has entered into an Interlocal Agreement to cooperatively operate its special education programs under the authority of Tex. Ed. Code § 11.157. The Denton County Special Education Services Cooperative may provide for the efficient delivery of legally required special education and related services to the Gainesville’s eligible students with disabilities as set forth in the Interlocal Agreement, including the implementation of these Special Education Operating Procedures.
Intellectual Disability. Cerebral Palsy Epilepsy Autism People who have a disabling condition found to be closely related to intellectual disability, that requires treatment similar to that required for individuals who have an intellectual disability may also be considered for regional center eligibility. The applicant must also have a substantial disability. A “substantial disability” means: A condition which results in a major impairment of cognitive and/or social functioning, representing sufficient impairment to require interdisciplinary planning and coordination of special or generic services to assist the individual in achieving maximum potential and: The existence of significant functional limitation, as determined by the regional center, in three or more of the following areas of major life activity, as appropriate to the person’s age: Receptive and expressive language Learning Self-care Mobility Self-direction Capacity for independent living Economic self-sufficiency Developmental disability shall not include handicapping conditions that are:
Intellectual Disability. A student with an intellectual disability displays significantly sub-average general intellectual functioning, coexisting with deficits in adaptive behavior that adversely affects the student’s educational performance.18 The student’s sub-average general intellectual functioning and coexistent deficits in adaptive behavior typically manifest during the student’s developmental period. A student with an intellectual disability is one who: • has been determined to have significantly sub-average intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean, when taking into consideration the standard error of measurement of the test; and • concurrently exhibits deficits in at least two of the following areas of adaptive behavior: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, or safety.19 The group of qualified professionals conducting an evaluation of a student suspected of having an intellectual disability will conduct assessments and observations, and collect data, as necessary for the ARD Committee to make an eligibility determination. It is permissible to have evaluation criteria that use intelligence tests to determine whether a child has a disability, provided that the intelligence test has been validated for the specific purpose for which it is being used, that neither the test itself nor its administration is racially or culturally discriminatory, and does not constitute the sole criterion for determining an appropriate educational program for a child.20 18 34 CFR § 300.8(c)(6)
Intellectual Disability. Diagnosis, Prevalence, and Impact
