Intellectual Exceptionalities

1. Giftedness: An unusually advanced degree of general intellectual ability that requires a

differentiated learning experience at a depth and breadth beyond those normally provided
in the regular school program to satisfy the level of educational potential indicated.
2. Mild Intellectual Disability: A learning disorder characterized by:
o An ability to profit educationally within a regular class with the aid of
considerable curriculum modification and supportive services;
o An inability to profit educationally within a regular class because of slow
intellectual development;
o A potential for academic learning, independent social adjustment, and economic
self-support.
3. Developmental Disability: A severe learning disorder characterized by:
o An inability to profit from a special education program for students with mild
intellectual disabilities because of slow intellectual development;
o An inability to profit from a special education program that is designed to
accommodate slow intellectual development;
o A limited potential for academic learning, independent social adjustment, and
economic self-support.
The incidence rate for students identified as gifted (p. 52-54) is estimated to be between 2% and
5% of the school-age population. The incidence rate of students identified as having a mild
intellectual disability (p. 41-45) is approximately 2% while those students identified as having a
moderate to profound intellectual disability (p. 41-45) is approximately 1%. For more in-depth
information, go to http://www.bced.gov.bc.ca/specialed/ppandg.htm and refer to the page
numbers mentioned above.

Identifying the Causes of Intellectual Disabilities

The American Association of Mental Retardation (AAMR) categorizes the causes of intellectual
disabilities by timing and type. Examples of causes by timing include prenatal, perinatal and
postnatal. Examples of causes by type include biomedical (developing within the individual e.g.
due to oxygen deprivation, chromosomal disorders) and psychosocial disadvantage (developing
from social and environmental influences, e.g. due to head injuries, lead intoxication, child abuse
and neglect).

When there is no clear evidence of an organic cause for the intellectual delay, the suspected
social and environmental causes include a range of disadvantages, e.g. poverty, inadequate
nutrition including maternal nutrition, family instability, lack of stimulation and the opportunity
to learn.

Mild Intellectual Disability

We must also remember that we have many children in our classrooms who do not meet the
eligibility criteria for a Mild Intellectual Exceptionality designation. These children are often
referred to as slower-paced learners and benefit from special education support as well as
classroom accommodations and/or modifications.
This exceptionality has been referred to as the "six hour handicap" because students who lag
behind their peers at school usually meet the everyday demands of living and develop into selfsufficient adults. It is primarily in schools, 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.

Characteristics commonly associated with slower-paced learners:

low self esteem, easily frustrated, often demonstrating "learned helplessness";

exhibit avoidance behaviours, are reluctant to participate in school activities and have
little self-confidence in relating to others;

a fear of academic failure and expect little success;

problems adjusting to any change in routine;

difficulties in concept development, especially at abstract levels;

rely on rote learning and are unable to think quickly;

deficiency in the concept of time both in judging time and managing their time;

experience difficulty with generalizing and transferring skills;

behaviour may be erratic and impulsive;

poor executive functioning or problem solving skills; and

possess lower-than-average intellectual ability but are capable of learning.

Moderate to Profound Intellectual Disability

The term severe developmental disability or moderate to profound intellectual disability focuses
on an individual's functioning within the community and refers to severe limitations in both
intelligence and adaptive skills. Among the leading causes of severe developmental disabilities
are fetal alcohol syndrome, cerebral palsy, spina bifida, fragile X and other chromosomal
abnormalities.
The placement options for students with severe developmental disabilities tend to be a small
class placement with integration opportunities. However, having said this, it is also common to
see these students fully integrated into a regular classroom setting with the support of a teachers
assistant. For example, a teachers assistant may provide the major support during academic
subjects with volunteers, cooperative education students, peers and the classroom teacher
providing the major support during activity-based, non-academic programs.
For some students, due to the severe nature of their disability, the supports needed at school,
home and in the community are characterized by their constancy, high intensity and potentially
life-sustaining in nature. This level of support involves more staff members and intrusiveness.
Preserving and supporting the personal dignity of the individual with disabilities is paramount in
importance.