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What does it mean to have an intellectual disability and how this might impact Matthew’s overall education. Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills (Center for Parent Information and Resources, 2011). For Matthew, he has an intellectual disability in which causes his cognitive abilities to be slow and delayed, meaning that he speaks and learns slowly. So with his intellectual disability, it takes him awhile to learn and do things, and he talks very slowly. Based on his interests and needs, discuss the additional supports and services that could be integrated into his IEP to support his success in school. Matthew wants to be somebody when he grows up; he talks about his goals after high school so he can independently work and take care of himself. Therefore, his IEP team are working diligently to make this happen for him using additional supports and services like transition planning and adaptive skills to live out his goals. Discuss specific ways in which interagency collaboration and community-based instruction could help Matthew in achieving his goals and dreams beyond high school. Ways to help Matthew in achieving his goals and dreams beyond high school by interagency collaboration and community-based instruction is informing him that there are special programs and organizations out there that can help him to succeed as the American Association on Intellectual and Developmental Disabilities. Letting Matthew know about these groups will help him to become independent. If applicable, share any personal or professional experiences you have had with working with students with an intellectual disability. I remember when I was working with adult disabilities, some of the individuals had jobs and some did not. As a program counselor/direct support associate, we made it possible to live out their goals to live independently by helping them make good decisions, advocating their needs and wants to the team, helping them meet their targets by communicating with our clients. Let them choose their clothes, ask them questions like where do you want to go, what are you going to wear, you need brush your teeth, or remind them daily of their chores or routine to help them through the day. References American Association on Intellectual and Developmental Disabilities 800.424.3688 | www.aaidd.org/ The AAIDD definition manual contains the world’s most current and authoritative information on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability. Center for Parent Information and Resources. (2011). Intellectual disability: Matthew’s story. Retrieved from http://www.parentcenterhub.org/repository/intellectual/#story

What does it mean to have an intellectual disability and how this might impact Matthew’s overall education.

Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills (Center for Parent Information and Resources, 2011). For Matthew, he has an intellectual disability in which causes his cognitive abilities to be slow and delayed, meaning that he speaks and learns slowly. So with his intellectual disability, it takes him awhile to learn and do things, and he talks very slowly.

Based on his interests and needs, discuss the additional supports and services that could be integrated into his IEP to support his success in school.

Matthew wants to be somebody when he grows up; he talks about his goals after high school so he can independently work and take care of himself. Therefore, his IEP team are working diligently to make this happen for him using additional supports and services like transition planning and adaptive skills to live out his goals.

Discuss specific ways in which interagency collaboration and community-based instruction could help Matthew in achieving his goals and dreams beyond high school.

Ways to help Matthew in achieving his goals and dreams beyond high school by interagency collaboration and community-based instruction is informing him that there are special programs and organizations out there that can help him to succeed as the American Association on Intellectual and Developmental Disabilities. Letting Matthew know about these groups will help him to become independent.

If applicable, share any personal or professional experiences you have had with working with students with an intellectual disability.

I remember when I was working with adult disabilities, some of the individuals had jobs and some did not. As a program counselor/direct support associate, we made it possible to live out their goals to live independently by helping them make good decisions, advocating their needs and wants to the team, helping them meet their targets by communicating with our clients. Let them choose their clothes, ask them questions like where do you want to go, what are you going to wear, you need brush your teeth, or remind them daily of their chores or routine to help them through the day.

References

American Association on Intellectual and Developmental Disabilities

800.424.3688 | www.aaidd.org/

The AAIDD definition manual contains the world’s most current and authoritative information on intellectual disability, including best practice guidelines on diagnosing and classifying intellectual disability and developing a system of supports for people living with an intellectual disability.

Center for Parent Information and Resources. (2011). Intellectual disability: Matthew’s story. Retrieved from http://www.parentcenterhub.org/repository/intellectual/#story

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