Intellectual Disability
Intellectual disability (ID), once called mental retardation, is characterized by below-average intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual disabilities can and do learn new skills, but they learn them more slowly. There are varying degrees of intellectual disability, from mild to profound.
Someone with intellectual disability has limitations in two areas. These areas are:
Someone with intellectual disability has limitations in two areas. These areas are:
- Intellectual functioning. Also known as IQ, this refers to a person’s ability to learn, reason, make decisions, and solve problems.
- Adaptive behaviors. These are skills necessary for day-to-day life, such as being able to communicate effectively, interact with others, and take care of oneself.
CAUSES
Anytime something interferes with normal brain development, intellectual disability can result. However, a specific cause for intellectual disability can only be pinpointed about a third of the time.
The most common causes of intellectual disability are:
Anytime something interferes with normal brain development, intellectual disability can result. However, a specific cause for intellectual disability can only be pinpointed about a third of the time.
The most common causes of intellectual disability are:
- Genetic conditions. These include things like Down syndrome and fragile X syndrome.
- Problems during pregnancy. Things that can interfere with fetal brain development include alcohol or drug use, malnutrition, certain infections, or preeclampsia.
- Problems during childbirth. Intellectual disability may result if a baby is deprived of oxygen during childbirth or born extremely premature.
- Illness or injury. Infections like meningitis, whooping cough, or the measles can lead to intellectual disability. Severe head injury, near-drowning, extreme malnutrition, infections in the brain, exposure to toxic substances such as lead, and severe neglect or abuse can also cause it.
- None of the above. In two-thirds of all children who have intellectual disability, the cause is unknown.
SYMPTOMS
There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are:
There are many different signs of intellectual disability in children. Signs may appear during infancy, or they may not be noticeable until a child reaches school age. It often depends on the severity of the disability. Some of the most common signs of intellectual disability are:
- Rolling over, sitting up, crawling, or walking late
- Talking late or having trouble with talking
- Slow to master things like potty training, dressing, and feeding himself or herself
- Difficulty remembering things
- Inability to connect actions with consequences
- Behavior problems such as explosive tantrums
- Difficulty with problem-solving or logical thinking
ETIQUETTE: BASIC GUIDELINES FOR INTERACTING WITH PEOPLE WITH ID
Golden Rules of Etiquette
• Rule 1: Talk Directly To The Person
• Rule 2: When in Doubt, ASK
“Person First” Language Should Always Be Used - generally speaking, when you are describing a person with a disability, we should use words that emphasize the person-hood, wholeness, and abilities of the person.
Examples: - “person with a disability” not “the disabled”
- “person who is blind” not “a blind person”
“Disability” is the most generally accepted term; many disability advocates discourage the use of “handicap”
Offering Assistance
1. It is okay to offer assistance
2. Ask before providing assistance
3. Clarify what type of assistance is desired
4. Be the assistant, NOT THE DIRECTOR
Golden Rules of Etiquette
• Rule 1: Talk Directly To The Person
• Rule 2: When in Doubt, ASK
“Person First” Language Should Always Be Used - generally speaking, when you are describing a person with a disability, we should use words that emphasize the person-hood, wholeness, and abilities of the person.
Examples: - “person with a disability” not “the disabled”
- “person who is blind” not “a blind person”
“Disability” is the most generally accepted term; many disability advocates discourage the use of “handicap”
Offering Assistance
1. It is okay to offer assistance
2. Ask before providing assistance
3. Clarify what type of assistance is desired
4. Be the assistant, NOT THE DIRECTOR
PEOPLE WITH DEVELOPMENTAL / COGNITIVE DISABILTIES (FORMERLY MENTAL RETARDATION)
1. Avoid the term mental retardation: People with this disability prefer the term “developmental disability.” (Mental retardation is one type of developmental disability.)
2. People with developmental disabilities are not “eternal children.” These Adults should be treated and spoken to in the same fashion as other adults.
3. Like everyone else, people with developmental disabilities are extremely diverse in their capabilities and interests Avoid stereotypes (such as the assumption that all people with developmental disabilities enjoy doing jobs that are repetitive, or want to work in fast food or supermarkets).
4. Many people with developmental disabilities can read and write Don’t assume that the person does not have academic skills, such as reading, writing, and the ability to do mathematics. While an individual’s disability may significantly impact these areas, many people have at least some level of these academic skills.
https://www.dhs.gov/sites/default/files/publications/guide-interacting-with-people-who-have-disabilties_09-26-13.pdf
http://www.mghpcs.org/eed_portal/Documents/Disabilities/Etiquette.pdf
https://cme.mc.vanderbilt.edu/sites/default/files/TennesseeDisabilityPathfinder-DisabilityEtiquettePeopleFirstLanguage(12811).pdf
1. Avoid the term mental retardation: People with this disability prefer the term “developmental disability.” (Mental retardation is one type of developmental disability.)
2. People with developmental disabilities are not “eternal children.” These Adults should be treated and spoken to in the same fashion as other adults.
3. Like everyone else, people with developmental disabilities are extremely diverse in their capabilities and interests Avoid stereotypes (such as the assumption that all people with developmental disabilities enjoy doing jobs that are repetitive, or want to work in fast food or supermarkets).
4. Many people with developmental disabilities can read and write Don’t assume that the person does not have academic skills, such as reading, writing, and the ability to do mathematics. While an individual’s disability may significantly impact these areas, many people have at least some level of these academic skills.
https://www.dhs.gov/sites/default/files/publications/guide-interacting-with-people-who-have-disabilties_09-26-13.pdf
http://www.mghpcs.org/eed_portal/Documents/Disabilities/Etiquette.pdf
https://cme.mc.vanderbilt.edu/sites/default/files/TennesseeDisabilityPathfinder-DisabilityEtiquettePeopleFirstLanguage(12811).pdf
VIDEOS ABOUT INTELLECTUAL DISABILITY
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Let's Talk About Intellectual Disabilities: Loretta Claiborne at TEDxMidAtlantic
Loretta Claiborne's story is remarkable — from Special Olympian to inspiring speaker and advocate for others. Her work has ranged from supporting people with disabilities to working to help end bullying. In 2000, Walt Disney Productions created The Loretta Claiborne Story. "I figured if my story could change a person's mind about another person, or especially a child's mind about another child, then it was the right thing to do," Claiborne says. Talk to Me: Treating People with Intellectual Disabilities with Respect Respect is what people with intellectual disability must receive. Although it seems that they are different from normal people, it is still a fact that they’re also humans. Humans like them, persons with intellectual disability, should be respected and treated accordingly to their needs, fairly without hesitations. Careers for People with Intellectual Disabilities Many people tell us that a person with intellectual disability is different from a normal person and can’t do what a normal person does. It is really obvious in our society to judge a person based on the attributes they possess, specifically the weaknesses and incapability you possess. However, in this video, it showcases the different career paths or achievable goals according to their status. |
SIMPLE ACTIVITIES FOR DEVELOPMENTALLY DISABLED CHILDREN
Solve:
As a wildfire rages through the grasslands, three lions and three wildebeest flee for their lives. To escape the inferno, they must cross over to the left bank of a crocodile-infested river. Can you help them figure out how to get across on the one raft available without losing any lives?
Note: if the lion ever outnumbered the wildebeest on either side of the river, even for a moment, their instincts will kick in, and the result won’t be pretty. That includes the animals in the boat when It’s on a given side of the river.
What is the fastest way for all six animals to get across the river?
Conditions:
Solve:
As a wildfire rages through the grasslands, three lions and three wildebeest flee for their lives. To escape the inferno, they must cross over to the left bank of a crocodile-infested river. Can you help them figure out how to get across on the one raft available without losing any lives?
Note: if the lion ever outnumbered the wildebeest on either side of the river, even for a moment, their instincts will kick in, and the result won’t be pretty. That includes the animals in the boat when It’s on a given side of the river.
What is the fastest way for all six animals to get across the river?
Conditions:
- The raft needs at least one animal to paddle it across the river, and it can hold at most two animals.
- If the lions ever outnumber the wildebeest on either side of the river (including the animals in the boat if it’s on that side), they’ll eat the wildebeest
- The animals can’t just swim, and there are no tricks; the animals have to use the boat as described.