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DCD-K1: Understanding of basic historical, legal, and contemporary issues related to services and the educational approaches used to address the needs of children and youth with developmental cognitive disabilities (DCD).

DCD-K2: Understanding of the origins, basic characteristics, and classifications of DCD.

DCD-K4: Understanding of the sources of unique services, networks, agencies, and organizations for students with DCD.

DCD-K5: Understanding of the services and structures supporting interagency collaboration for students with DCD.


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Developmental Cognitive Disabilities: Understanding Related Terminology

Picture of a para helping a student in the classroom. It is helpful for paraprofessionals to understand the definition of DCD and related terminology. Knowing specific terminology about DCD will help you communicate more effectively with educational team members such as classroom teachers, other school professionals, the students you support, and their families. Here is a list of related terms suggested in the manual from the Minnesota Department of Education, Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities, starting on page 14 (click on the link entitled "Developmental Cognitive Disability Manual" to download this document): http://www.nesc.k12.mn.us/special_ed/manuals/

Developmental Disabilities

Developmental disabilities (from the federal definition):

Are severe, chronic disabilities, which are attributable to a developmental or physical impairment or a combination of mental and physical impairments,
Are manifested before the person attains age 22,
Are likely to continue indefinitely, and
Result in substantial functional limitations in three or more of the following areas of major life activities: self-care; receptive and expressive language; learning; mobility; self-direction; capacity for independent living; and economic self-sufficiency.

Developmental disabilities cannot be cured. They are life-long and always present. Not everyone with a developmental disability has mental retardation. For example, people with cerebral palsy or autism spectrum disorder can have average or higher-than-average intellectual capabilities.

Mental Retardation

The definition of mental retardation has evolved over the years and, while many advocates and self-advocates have urged its elimination, there has not been any consensus on an alternative term. Therefore, according to the American Association on Intellectual and Developmental Disabilities (formerly the American Association on Mental Retardation), mental retardation is a disability that begins before age 18. It is characterized by significant limitations both in intellectual functioning and in adaptive behavior. These limitations are expressed in conceptual, social, and practical adaptive skills. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR, 1994), a diagnosis of mental retardation requires that a person have significant limitations in adaptive functioning that must exist in at least two of the following skill areas: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, and health and safety.

Adaptive Behavior

Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned by people in order to function in their everyday lives. Limitations in adaptive behavior affect both daily living and the ability to respond to life changes and environmental demands.

Systematic Observation

A systematic observation is an objective and organized means of gathering data to confirm or validate criteria.

Functional Skills Curriculum

Functional curriculum is based on instruction that teaches a variety of skills that are frequently needed in typical home, work, and community environments. They include basic skills that a student needs in order to adequately function in these environments. For example, a student may not know the value of coins, but can be taught to use a vending machine.

As part of a student’s educational team, a paraprofessional needs to understand these terms in order to communicate more effectively with other members of the team. Better communication can and will lead to better educational support and increased success for students.

References

Minnesota Department of Education. (2004). Promising practices for the identification of individuals with development disabilities (draft) (Developmental Cognitive Disability Manual). Retrieved March 21, 2007, from http://www.nesc.k12.mn.us/special_ed/manuals/