INTELLECTUAL

DISABILITY
Also known as:
cognitive disabilityor, previously, mental retardation
(This terminology is no longer used!)

DEFINITION:
Intellectual disabilityis a term used when a person has certain limitations

in mental functioning and in skills such as communicating, taking care of

him or herself, and social skills. These limitations will cause a child to learn
and develop more slowly than a typical child.

The childs intellectual development will always be impaired.

The large majority of individuals considered intellectually disabled are in

the mild range with an IQ of 50 to 70.

2-3 percent of students are categorized as having an intellectual disability.

http://www.parentcenterhub.org/repository/intellect
ual/

CHARACTERISTICS:
Difficulty in memory, thinking abstractly, paying attention and learning

from everyday experiences.

Difficulty in choice making, decision skills, and goal setting

Delays in cognitive, social and adaptive behavior
Can develop to be well adjusted adults outside of a school setting
Originates before the age of 18
Academic demands and intellectual challenge abilities are the only

contexts where they appear impaired.

EXPLANATION VIDEO:

https://www.youtube.com/watch?v=XikcXZKiMIM

OUR STUDENT:
Joey
11 years old, starting 6th grade
Likes to play soccer and the Violin. (Classical music is soothing)
Struggles with reading and language. (Harder to make friends)
Sudden loud noises/movement/light causes him to have panic

attacks. (Fire drills/bells ringing and activity of moving to next

class. Knows his triggers)

Has mild Intellectual Disability from traumatic brain injury as a

child. Struggles with PTSD (Car crash when was 5)

SIMULATION:

https://

www.understood.org/en/tools/through-your-childs-eyes/player?simq=c0
7181bd-05a5-466c-aaa0-f54146a9d844&simq=a06af01c-0a60-45c0-b306-2e8
714d05bb4&gradeId=cc2b7fda-9a44-4dc7-8dd4-cc310f9ccba1&personalized
=true

IMPACT ON EDUCATION:
Students may need help in acquiring the basic developmental

skills (fine and gross motor skills, speech and language skills) that
are within their capabilities.

These children will learn and understand fewer things at a slower

pace than the average child.

It is important to incorporate the childs interest into lessons

Students have limitations that coincide with strengths

http://www.projectidealonline.org/v/intellectualdisabilities/

FAMILY IMPACTS:
It is important to have support systems in place for families
Families with children who have intellectual disabilities report having high

levels of stress, anxiety and depression.

Having strong support within the family is essential

Many parents struggle to find supportive childcare for their children.
Often parents end up cutting their work hours to support their children, and

sometimes quit their jobs entirely. This may lead to low socioeconomic
conditions.

Schools should connect parents of children with exceptionalities to build

support teams with each other.

CULTURAL/COMMUNITY
IMPACTS:
Many families with children who have IDs in low socioeconomic standings

experience more stress, anxiety and depression

Latino family culture shows more pressure to help family member in need,

than non-Latino families.

Family support is known to be low in Latino families in the U.S. due to

geographic distances between relatives.

There are many organizations that could help children with IDs and their

families

American Association on Intellectual and Developmental Disabilities

Best Buddies
Center for Disabilities and Development,
Elwyn
Arc of the United States
Special Olympics
Reference From:
http://www.researchgate.net/profile/Shana_Cohen/publication/234156588_Receiving_or_believing_in_family_support_Contributors_to_the_life_quali
ty_of_Latino_and_non-Latino_families_of_children_with_intellectual_disability/links/544926fc0cf2ea6541302e0f.pdf

DESIGNING AN IEP:
Member of a community transition team
Family members
Members of the school (SPED teacher, GE Teacher, Councilor)
Invite members from community agencies

TEACHING STRATEGIES:
Teach one concept or activity component at a time (one step at a time).
Teach students in small groups or one-on-one if possible.
Always provide multiple opportunities to practice skills in a number of

different settings. (Use manipulatives whenever possible)

Use physical and verbal prompting to guide correct responses, and provide

specific praise to reinforce responses.

Students learn skills such as money concepts, time concepts, independent

living skills and self-care and hygiene best in the setting in which they
would need to apply them.

Community based instruction is often effective.

PTSD:
"This is the trick of PTSD - the constant demands of being on
alert, reviewing what occurred through flashbacks, or expending
a great deal of energy trying NOT to..." (Chansky, T., 2014,
P364).
Help the Child understand that the symptoms are not dangerous, though

they may be confusing and frightening. And they will not last forever.

Teach breathing and relaxation skills

Teach kids to put the events into a narrative giving a clearer understanding

and accurate description so that it is not so scary anymore.