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ID- Mild

ID- Moderate

ID- Severe

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Problems with cognition include difficulty with skills like remembering, reasoning, transferring learning from one task to another; problems with adaptive skills including areas such as social skills, living independently, and holding a job.

Intellectual disability is chronic, severe, and lifelong disability that emerges between birth and age 18.

Three key areas of concern associated with intellectual disability are cognition, adaptive skills, and the need for supports.

A network of supports is needed to help individuals with intellectual disability address cognitive and adaptive skills

Smith, D. D., Tyler, N. C., Smith, S., & Skow, K. (2018). Introduction to contemporary special education: New Horizons. Pearson.

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Identification, Procedures, and Services 

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Identification, Procedures, and Services 

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The evaluation and classification process for intellectual disabilities is complex it involves assessment of both cognition and adaptive behavior. The two areas are often related, patterns of abilities vary from individual to individual. People with the same IQ score often show differences in strengths of their adaptive behaviors. One person may have very strong social skills but weaker conceptual skills and will need supports in areas related to language; literacy; or money, time, and number concepts. While another may have strong practical skill. Professionals have may find it difficult to administer an objective adaptive behavioral evaluation, so assessment tools help with this process.

Since the passage of IDEA in 1975, and particularly across the last three decades, more and more students with disabilities are included in general education classes (17%) at their neighborhood schools. Most ID students are educated in a separate (49%) classroom setting, some are in a resource (26%) setting in the school. Over the last several years less and less are in a separate school.

IQ of 70 or below is considered Intellectually Disabled

Mild is one standard deviation below the mean (50-69)

Moderate is two standard deviation below the mean (35-49)

Severe is three standard deviations below the mean (20-34)

Smith, D. D., Tyler, N. C., Smith, S., & Skow, K. (2018). Introduction to contemporary special education: New Horizons. Pearson.

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Accommodations can take many forms, such as accommodations or direct assistance from a job coach, and are meant to free the individual from challenges presented by this disability. The supports provided should not be controlling or restrictive. They must be individually determined and applied only to the level necessary for the individual to function as independently as possible. The person should be involved in the process of selecting their supports. Individuals with intellectual disabilities need to learn to make choices rather than have them made for them. The networks of supports, while important, should not impede an individual's ability to develop the skills necessary to live as independently as possible.

text to speech

break task into pieces

reread

headphones to reduce anxiety

separate room

note taker

computer

spell checker

cues or singles

extended time

multiple sessions

flexible scheduling

Smith, D. D., Tyler, N. C., Smith, S., & Skow, K. (2018). Introduction to contemporary special education: New Horizons. Pearson.

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Behavior Management and Social Strategies.

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Behavior Management and Social Strategies.

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Changing the Surroundings

Positive Reinforcement

Differential Reinforcement of Other Behaviors

Extinction of Undesirable Behavior

Time Out from Positive Reinforcement

Functional communication training

Stimulus Control

The Least Restrictive Alternative

Fading programs

Behaviour Management. (2020). Intellectualdisability.info. https://www.intellectualdisability.info/mental-health/articles/behaviour-management

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It may be possible to lessen a challenging (problem) behaviour by altering the person’s circumstances to make it less likely that the behaviour will occur.

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Most students with moderate to severe intellectual disabilities have learning needs not addressed through the general education curriculum. They must be explicitly taught daily living and job skills to be as independent as possible in adult life, which requires a different curriculum. In a fictional curriculum, students' reading, writing, mathematic, instruction focuses on practical skills. It contains instruction on adaptive skills needed to hold a job live in a community and have friends. Evidence shows that learning these daily living and vocational skills in a natural setting results in better retention. Community based instruction is key for adult success.

Smith, D. D., Tyler, N. C., Smith, S., & Skow, K. (2018). Introduction to contemporary special education: New Horizons. Pearson.

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Learn about intellectual disability. The more you know, the more you can help yourself and your child. See the list of organizations at the end of this fact sheet.

Be patient, be hopeful. Your child, like every child, has a whole lifetime to learn and grow.

Encourage independence in your child. For example, help your child learn daily care skills, such as dressing, feeding him or herself, using the bathroom, and grooming.

Give your child chores. Keep her age, attention span, and abilities in mind. Break down jobs into smaller steps. For example, if your child’s job is to set the table, first ask her to get the right number of napkins. Then have her put one at each family member’s place at the table. Do the same with the utensils, going one at a time. Tell her what to do, step by step, until the job is done. Demonstrate how to do the job. Help her when she needs assistance.

Give your child frequent feedback. Praise your child when he or she does well. Build your child’s abilities.

Find out what skills your child is learning at school. Find ways for your child to apply those skills at home. For example, if the teacher is going over a lesson about money, take your child to the supermarket with you. Help him count out the money to pay for your groceries. Help him count the change.

Find opportunities in your community for social activities, such as scouts, recreation center activities, sports, and so on. These will help your child build social skills as well as to have fun.

Talk to other parents whose children have an intellectual disability. Parents can share practical advice and emotional support.

Meet with the school and develop an IEP to address your child’s needs. Keep in touch with your child’s teachers. Offer support. Find out how you can support your child’s school learning at home.

Take pleasure in your beautiful one. He—she—is a treasure. Learn from your child, too. Those with intellectual disabilities have a special light within—let it shine.

Intellectual Disability | Center for Parent Information and Resources. (2017). Parentcenterhub.org. https://www.parentcenterhub.org/intellectual/

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