Publications

Overview of Developmental Disabilities (FS1284)

 More than six million individuals in the United States have developmental disabilities. About one in six children between the ages of 3 and 17 in the U.S. has one or more developmental disabilities or developmental delays. Children are diagnosed as having developmental delays when they do not reach their developmental milestones (functional skills or age-specific tasks that most children can do at a certain age range) at the expected times. Delays can occur in one or many areas including gross or fine motor, language, social, or thinking skills.

Developmental disabilities are a group of conditions due to impairment in physical, learning, language, or behavior areas.

This fact sheet provides a summary of common developmental disabilities and descriptions of their characteristics.

Disabilities and Learning (FS1285)

Developmental disabilities are a group of conditions due to cognitive or physical impairments affecting learning, language, or behavior. Developmental disabilities occur before the age of 22, and substantially limit the individual in one or more major life activities such as understanding and expressive language; learning; self-direction; and motivation.

We are learn differently and everyone uses multiple ways to give, receive, and store information. There are three main learning styles: visual, auditory, and kinesthetic. People generally have one preferred learning style over another. Each learning style requires different teaching and facilitation techniques. In a heterogeneous group of learners, it is important to incorporate a variety of teaching techniques to engage everyone regardless of their learning style.

This fact sheet will help you to understand how individuals learn and what teaching techniques best fit their needs.

Understanding and Managing Behavior (FS1286)

Individuals with developmental disabilities have many strengths and abilities, but can at times exhibit challenging, problematic, or unfamiliar behaviors.

All behaviors, even a negative or problematic behavior, serve a purpose for the individual. They are a way of letting us know that there is an unmet need. The most common triggers for problematic behavior are difficulty transitioning through activities; not understanding directions; frustration; lack of structure; and sensory overload. Problematic behavior is categorized into three types: attention-seeking, work avoidance, escape or sensory overload. Working with individuals with developmental disabilities requires an understanding of the common triggers and meaning of challenging behaviors, and the skill set needed to manage them.

This fact sheet will provide information on types and common triggers of problematic behavior as well as provide some techniques to help you manage behavior.

Visual Supports (FS1287)

There are three basic learning styles: Visual, Auditory, and Kinesthetic. Visual learners learn better by watching rather than listening and tend to remember details better that they can see.

Like many people, individuals with developmental disabilities are visual learners and learn better with visual supports. When working with both adult and youth audiences, it is important to understand the visual learning style as well as how and why visual supports help individuals to be more successful in the learning environment. Visual supports can be helpful in managing behavior and reducing anxiety as individuals transition between activities, schedules, or settings.

This fact sheet will provide an overview of how to conduct visual inventories and utilize visual supports to enhance learning.

Disabilities Laws and Program Accommodations and Modifications (FS1288)

When planning and delivering programs for clientele with developmental disabilities it is important for educators to understand the legal protections due these individuals and to learn how to make the accommodations and modifications needed for successful participation. A disability is a mental or physical impairment that substantially limits one or more major life activities. Inclusion means to involve individuals with special needs in the same clubs, events, and programs as individuals without special needs.

The Americans with Disabilities Act enables society to benefit from the skills and talents of individuals with disabilities and guarantees equal opportunity.

This fact sheet provides an overview of disabilities laws and methods to modify the project or activity, program requirements or physical environment to accommodate the needs of the clientele.