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MID

Consider the student with MID in relation to the following topics. Select one of these topics to investigate further.
  • Transition planning and the IEP 
  • eqao
I have chosen to collect a series of documents and ideas related to MID and IEPs and transition plans. 
What I have learned from this investigation:
This topic is designed to give you an understanding of the child who is learning at a slower pace than expected. We will look more closely at the causes of mild and developmental disabilities. Our major focus is on helping teachers effectively support a student identified with an intellectual disability succeed in their regular classroom. The child’s effective, social, and academic needs will be explored emphasizing an inclusive perspective.
Causes of Intellectual Disabilities:The American Association on Intellectual and Developmental Disabilities (AAIDD) states that although there are a number of different causes, understanding them focuses on the types of risk factors (biomedical, social, behavioural, and educational) and the timing of exposure (prenatal, perinatal, and postnatal) to those factors.
Mild Intellectual Disability. We must also remember that we have many children in our classrooms who do not meet the eligibility criteria for a developmental disability exceptionality designation but who still learn at a slower pace than their peers. These children may fall under the mild intellectual disability exceptionality, which means they will benefit from special education support, as well as classroom accommodations and modifications.
Students with MID are usually functioning approximately 2–4 years behind the norm. These students who lag behind their peers at school usually meet the everyday demands of living and become self-sufficient adults. It is primarily in school, where meeting the academic and social demands pose a significant challenge for these students. Hutchinson states that these students pass through the same developmental stages as other students but at a much slower rate. It is important to note that a person’s intellectual capacity continues to develop until about age 25 years.
Supporting Students with MID. The Mild Intellectual Disabilities Resource Kit web page provides a number of strategies and tips for teachers working with students identified with MID As well, the UDL and DI instructional approaches found in Learning for All will also prove helpful when working with these students.
Think About It
Consider the student with MID in relation to the following topics. Select one of these topics to investigate further:
  • Transition planning and the IEP
Definition:
A learning disorder characterized by:

a) An inability to profit educationally within a regular class without the need of considerable curriculum modification and supportive service;
b) An inability to profit educationally within a regular class because of slow intellectual development;
c) A potential for academic learning, independent social adjustment and economic self-support. 

hat Is Mild Intellectual Disability (MID) also Referred to as Mild Mental Retardation?Many of the characteristics of MID correspond to those of Learning Disabilities. The intellectual development will be slow, however, MID students have the potential to learn within the regular classroom given appropriate modifications and/or accommodations.Some MID students will require greater support and/or withdrawal than others will.
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  • Intellectual Disability
  • Learning Disabilities
  • Mental Retardation
  • Special Needs Education
  • Learning Disability
MID students, like all students demonstrate their own strengths and weaknesses. Depending on the educational jurisdiction, criteria for MID will often state that the child is functioning approximately 2-4 years behind or 2-3 standard deviations below the norm or have an IQ under 70-75. Theintellectual disability may vary from mild to profound.
How are MID Students Identified?
Depending on the education jurisdiction, testing for MID will vary. Generally, a combination of assessment methods are used to identify mild intellectual disabilities. Methods may or may not include IQ scores or percentiles, adaptive skills cognitive tests in various areas, skills-based assessments, and levels of academic achievement. Some jurisdictions will not use the term MID but will use mild mental retardation.
Academic Implications
Students with MID may demonstrate some, all or a combination of the following characteristics:
  • 2-4 years behind in cognitive development which could include math, language, short attention spans, memory difficulties and delays in speech development.
  • ocial Relationships are often impacted. The MID child may exhibit behavior problems, be immature, display some obsessive/compulsive behaviors and lack the understanding of verbal/non verbal clues and will often have difficulty following rules and routines.
  • Adaptive Skill Implications. (Everyday skills for functioning) These children may be clumsy, use simple language with short sentences, have minimal organization skills and will need reminders about hygiene - washing hands, brushing teeth (life skills). etc.
  • Weak Confidence is often demonstrated by MID students. These students are easily frustrated and require opportunities to improve self esteem. Lots of support will be needed to ensure they try new things and take risks in learning.
  • Concrete to Abstract thought is often missing or significantly delayed. This includes the lacking ability to understand the difference between figurative and literal language.
Best Practices
  • Use simple, short, uncomplicated sentences to ensure maximum understanding.
  • Repeat instructions or directions frequently and ask the student if further clarification is necessary.
  • Keep distractions and transitions to a minimum.
  • Teach specific skills whenever necessary.
  • Provide an encouraging, supportive learning environment that will capitalize on student success and self esteem.
  • Use appropriate program interventions in all areas where necessary to maximize success.
  • Use alternative instructional strategies and alternative assessment methods.
  • Help the MID student develop appropriate social skills to support friend and peer relationships.
  • Teach organizational skills.
  • Use behavior contracts and reinforce positive behavior if necessary.
  • Ensure that your routines and rules are consistent. Keep conversations as normal as possible to maximize inclusion with peers. Teach the difference between literal/figurative language.
  • Be patient! Assist with coping strategies.


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MID and IEP/transition plans 

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    • MODULE 1: INCLUSION TRENDS
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      • BEHAVIOUR RESOURCES
  • Home
  • All About Me
    • Curriculum Vitae
    • Contact Me
  • First Nations Focus
    • First Nations Literature for Kids
    • Useful links for First Nations Teaching
  • Special Education Part 1
    • Module 1- Foundations of Special Education in Ontario >
      • Inclusion
      • Models, theories and Approaches
      • Interesting Websites
      • Module 1-discussion posts
    • review and consider the main areas of exceptionality and their sub categories
    • Module 2-Communication Exceptionality >
      • Communication Exceptionalities
      • Language Impairment
      • Hearing Impaired
      • ADD/ ADHD
      • Autism
      • Module 2 discussion posts
    • Module 3-Behaviour Exceptionality >
      • Behaviour Exceptionalities
      • Mental Health
      • Module 3 discussion posts
    • Module 4-Intellectual Exceptionalities >
      • M.I.D
      • EQAQ and exceptional needs
      • Giftedness
      • Module 4 discussion posts
    • Module 5-Physical and Multiple Exceptionalities >
      • Module 5 discussion posts
    • Module 6-Processes, Programs and Services >
      • Module 6 discussion posts
    • Module 7-Program Planning >
      • Example IEPS and transitional Plans
      • Module 7 discussion posts
  • Special Education Part 2
    • Introduction to Special Education Part 2 Portfolio
    • Module 1 assessment >
      • Module 1 assesment products
      • module 1 assesment resources >
        • Assessment >
          • Formal Assessment- Criteria Referenced
          • Informal Assessment
    • Module 2 procedures >
      • Module 2 procedures products
      • Referral Process
      • IPRC Process
      • SMART GOALS
      • IEP
      • Module 2 procedures resources
    • Module 3 literacy >
      • Module 3 literacy products
      • module 3 literacy resources
    • Module 4- Numeracy >
      • Module 4 numeracy products
      • Module 4 numeracy resources
    • Module 5 Learning Skills >
      • Module 5 Learning Skills products
      • Module 5 Learning Skills resources
    • Module 6- Program Planning >
      • Module 6- Program Planning - differentiated Instruction >
        • Transition Plans
      • Module 6- Program Planning Products
      • Module 6- Program Planning Resources >
        • FASD
        • Meta cognitive and KWL
    • Module 7-culminating tasks
    • Portfolio Reflections
    • Seminars
  • PME 800
    • Inquiry project outline
    • Progress Monitoring
    • Inquiry Project
    • SRL Resources
  • Special Education Specialist
    • MODULE 1: INCLUSION TRENDS
    • MODULE 2: COLLABORATIVE INQUIRY
    • Module 2: Teamwork- working with an educational assistant
    • MODULE 3: BEHAVIOUR EXCEPTIONALITIES >
      • BEHAVIOUR RESOURCES