My service learning project took place at South Mountain Middle School in Mrs. Kresley's 7th grade Life Skills Classroom.

Mrs. Kresley's class is a highly specialized Full Time Life Skills Support Program. The students have a primary diagnosis of Intellectual Impairment (ID). Students also have secondary diagnoses such as: Other Health Impairment (OHI) and Speech and Language Impairments.

Definition:

Intellectual development disorder, also known as intellectual disability (ID) and formerly known as mental retardation (MR), is characterized by a marked impairment of core cognitive functions necessary for the development of knowledge, reasoning, and symbolic representation of the levels expected by of one's age peers, cultural, and community environment.

Causes:

Genetic Conditions- abnormalities of genes inherited by parents

Problems during pregnancy- drug and alcohol use, maternal malnutrition, preeclampsia, or infections

Problems during childbirth- oxygen deprivation or extreme prematurity

Exposure to toxins

Traumatic Brain Injury

Exceptionality:

Learning Disabilities- difficulties in specific cognitive processes like language, perception, memory, behavioral and emotional disorders, or sensory impairment.

Attention Deficit Hyperactivity Disorder- difficulties in focusing and maintaining attention.

Speech and Communication Disorders- difficulty in spoken language, and inability to produce sound

Autism- manifested by different levels of social interaction and communication, repetitive behaviors and limited interest.

Characteristics: Individuals with intellectual disability vary widely in their ability to do schoolwork and adjust to social interactions. They have delayed development in academic, social, and adaptive skills. Individuals with intellectual disability have difficulties with managing their behaviors, emotions, interpersonal relationships, and maintain motivation in the learning process. Intellectual disability can be caused by a problem that starts anytime before a child turns 18 years old, even before birth.

Academic/Behavior Strengths: Strengths that the students demonstrated within the classroom are: they enjoy coming to school, they are friendly with teachers, empathetic towards peers, follow classroom and school wide rules and expectations, always try their best, able to recite the alphabet, read/write numbers 0-25, identify letter & colors, and increase expressive & receptive language skills

Academic/Behavioral Needs: Comply with directions after one redirection, Need to increase functional communication skills, decrease excessive talking during instruction or quiet work time, discuss and practice social stories and social behavior listening comprehension (follow directions and listening skills), telling time, and increase sight words.

My experience with the students was wonderful. The information I learned from reading the book and other class resource prepared me with any overview of intellectual disability.

The class is taught a functional academic and life skills curriculum called the Unique Learning System (ULS) provided by the district. The classroom is staffed with up to 16 students, 1 teacher, and 3 Paraprofessionals. The curriculum includes life skills application instruction and activities, daily living skills, Science and Social Studies lessons, writing lessons, simple food preparation, transitioning, functional academic skills including money and time skills and safely navigating hallways.

Class courses consist of Math, Reading, English, Science, and Social Studies within the Life Skills Classroom. The students are included in a Related Arts rotation in regular education courses. The students eat breakfast with their peers and lunch in the cafeteria.