This concise and practical guide thoroughly presents the characteristics of children with specific mild exceptionalities in today's diverse classroom. Using an active, problem-solving approach that reflects how today's students learn, Dr. Sydney S. Zentall identifies the characteristics of children with mild exceptionalities that can be gleaned from observations, written descriptions, and personal interactions. Unlike many texts on this topic, which overwhelm students with extraneous information, The text focuses on the characteristics of these students within general education and special class settings. With this knowledge readers will better understand the implications of characteristics for accommodations and be ready to apply this knowledge with empirically based interventions.

Mild Intellectual Disabilities

Mild Intellectual Disabilities

Mild intellectual disabilities

Mild intellectual disability (MID), the focus of this chapter, is defined as having an intelligence quotient (IQ) score within a range below 70–75, although U.S. states differ in their application of IQ criteria and definitions (Polloway, Patton, Smith, Lubin, & Antoine, 2009). Two types of intelligence are generally assessed: performance intelligence, using novel visual stimuli (pictures, blocks, objects, mazes); and verbal intelligence, using auditory stimuli (vocabulary, statements. The Wechsler Intelligence Scale for Children (WISC) incudes both verbal and performance scales. Scores from this test are normally distributed, typically with a mean score of 100 and a range that defines “average” from 85 to 115. Typically, cognitive limitations will cause a child with MID to develop more slowly than a ...

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