# data[].attributes.headline
"The deficits in intellectual functioning and adaptive behavior must occur during the developmental period." 

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"The deficits in intellectual functioning and adaptive behavior must occur during the developmental period." 

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This aspect of the criteria ensures the child truly has an intellectual disability and eliminates other categories like a traumatic brain injury.
(W. Heward et al., 2018, pp. 109-110)

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Self-Care and Daily Living Skills- increased supports will need to be put into place to prepare students with intellectual disabilities for independent living.

Social Development- direct social skills instruction is needed to develop appropriate skills.

Behavior- problematic behaviors have higher incidence in children with intellectual disabilities.

(W. Heward et al., 2018, pp. 117,120)

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The student's scores in a standardized intelligence assessment needs to be less than or equal to two standard deviations below the mean.

(W. Heward et al., 2018, pp. 109-110)

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The student qualifies for having an intellectual disability if they have "significant difficulty with tasks from everyday living".
(W. Heward et al., 2018, pp. 109-110)

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Memory- Students with intellectual disabilities struggle with short-term memory.

Learning Rate- Their learning rate is significantly slower than typical peers and they will need many more opportunities to interact with learning.

Attention- Students with intellectual disabilities struggle with delineating between relevant and irrelevant information as well as overall difficulty attending to a task.

Generalization & Maintenance- students with intellectual disabilities have difficulty applying what they have learned in one context to a new context.

Motivation- this characteristic could be an effect of other's expectations. Students can act helpless and be reluctant to try because of a higher failure rate in the past.

(W. Heward et al., 2018, pp. 114-116)

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The historical use of IQ scores has been replaced with classifications that are devised from adaptive behavior skills.
(W. Heward et al., 2018, pp. 110-111)

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Prenatal causes of intellectual disabilities are both environmental and biomedical.
The most prevalent are:

Down syndrome

FASD

Fragile X syndrome

PKU

Prader-Willi syndrome

Williams syndrome

(W. Heward et al., 2018, pp. 121-123)

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Prematurity

Birth Injury

Neonatal disorders

lack of access to birth care

parental rejection of childcare/abandonment

lack of medical referral for intervention

(W. Heward et al., 2018, pp. 121-123)

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Traumatic Brain Injury

Malnutrition

Meningoencephalitis

Seizure disorders

Degenerative disorders

impaired child caregiver

lack of stimulation

poverty

chronic illness in the family

institutionalization

abuse or neglect

domestic violence

inadequate safety measures

social deprivation

difficult childhood behaviors

delayed diagnosis

inadequate special education services

(W. Heward et al., 2018, pp. 122)

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The key is pinpointing what skills are most needed for each individual child to function and grow towards independence. There must also be a balance between inclusion time and also giving the student adequate time to learn the skills needed. Students will also need instruction in functional skills that will help them with community and home skills needed for independence.
(W. Heward et al., 2018, pp. 127-128)

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The instructional methods that are most effective for students with intellectual disabilities is similar to the most effective strategies for typically developing children.  The notion of task analysis, where the teacher breaks down the task in smaller parts, high engagement, systematic feedback, and generalization are all best practice. These instructional methods are honed and focused on at a deeper level. For example, the task analysis will need to be broken down to a greater extent. Also, generalization might need to take place in the community.
(W. Heward et al., 2018, pp. 129-135)