Meaning of Intelligence and Adaptive Behavior

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Kathy Parker Grand Canyon University: SPE 351 February 1, 2013 The problems associated with assessing students with Intellectual Disability are that the student shows signs and or behaviors. In assessing students a teacher must first understand the disability and all that is contributed to it. Teachers must look at the students’ ability to learn as well as his or her ability to perform daily task such as having the ability to dress them, comb their hair, and interact with others in the same age group as they are. In looking at these factors the teacher looks at a variety of factors such as intelligence scores, questionnaires, and observations in different setting over a period of time. Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings. In assessing students with Intellectual Disability the tester should take into an account the test taker’s level of cognitive ability and their comprehension level. In using the various Intelligence tests, individuals with this disability will score far lower than others within the same age group. These individuals learn at a slower rate and their response level to questions is much slower than their peers. The students will demonstrate a deficiency in language and or communication. Some of the characteristics are the cognitive performances which includes the students memory and attention, intellectual consisting of academics and adaptive behavior which includes but is not limited to appropriate social interaction, activities of daily living such as getting dress, brushing own hair, and other activities that may be need to function in the day to day living. In looking at the cognitive performance, many students with ID have delays in language and academics which we will discuss at a later time. However, in the

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