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Qualifies as the following:

1. IQ is below 70-75

2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)

3. The condition manifests itself before the age of 18

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-Can be caused by injury, disease, or a problem in the brain

-Genetic condition, pregnancy complications, birth complications, disease or toxin exposure

-Usually the cause is unknown

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child. Intellectual disability can happen any time before a child turns 18 years old, even before birth.

Intellectual disability is the most common developmental disability.

According to the American Association of Intellectual and Developmental Disabilities, an individual has intellectual disability if he or she meets three criteria:

1. IQ is below 70-75

2. There are significant limitations in two or more adaptive areas (skills that are needed to live, work, and play in the community, such as communication or self-care)

3. The condition manifests itself before the age of 18

Intellectual disability-formerly known as mental retardation-can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is unknown.

Some causes of intellectual disability-such as Down syndrome, Fetal Alcohol Syndrome, Fragile X syndrome, birth defects, and infections-can happen before birth. Some happen while a baby is being born or soon after birth.

Other causes of intellectual disability do not occur until a child is older; these might include severe head injury, infections or stroke.

The most common causes of intellectual disabilities are:

Genetic conditions. Sometimes an intellectual disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. Examples of genetic conditions are Down syndrome, Fragile X syndrome, and phenylketonuria (PKU).

Complications during pregnancy. An intellectual disability can result when the baby does not develop inside the mother properly. For example, there may be a problem with the way the baby's cells divide. A woman who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.

Problems during birth. If there are complications during labor and birth, such as a baby not getting enough oxygen, he or she may have an intellectual disability.

Diseases or toxic exposure. Diseases like whooping cough, the measles, or meningitis can cause intellectual disabilities. They can also be caused by extreme malnutrition, not getting appropriate medical care, or by being exposed to poisons like lead or mercury.

We know that intellectual disability is not contagious: you can't catch an intellectual disability from anyone else. We also know it's not a type of mental illness, like depression. There are no cures for intellectual disability. However, children with intellectual disabilities can learn to do many things. They may just need take more time or learn differently than other children.

Approximately 6.5 million people in the United States have an intellectual disability. Approximately 1 - 3 percent of the global population has an intellectual disability-as many as 200 million people.

Intellectual disability is significantly more common in low-income countries-16.41 in every 1,000 people. Disabilities overall are more common in low-income countries.

The United Nations Development Program estimates that 80 percent of all people with disabilities live in low-income countries. While people with disabilities represent approximately one in 10 people worldwide, they are one in every five of the world's poorest people.
Sources: American Association of Intellectual and Developmental Disabilities; National Center on Birth Defects and Developmental Disabilities; the United Nations Development Program; and the Centers for Disease Control and Prevention.
This information came from Special Olympics.

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What is Intellectual Disability? | Special Olympics Missouri

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Intellectual disability (or ID) is a term used when a person has certain limitations in cognitive functioning and skills, including communication, social and self-care skills. These limitations can cause a child to develop and learn more slowly or differently than a typically developing child.

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-6.5 million people in the U.S.

-200 million people globally

-More common in lower income countries/areas

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These diagnoses make it difficult to successfully complete the following:

Learn

Reason

Problem-solve

Live independently

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Intellectual and/or developmental disabilities are also known as I/DD. These are large umbrella terms that can cover many other disabilities. Generally, living with I/DD means that a person has experienced impacts on their ability to:

Learn

Reason

Problem-solve

Live independently

The technical definition of intellectual and developmental disability in Colorado is:

"Intellectual and developmental disability" means a disability that manifests before the person reaches twenty-two years of age, that constitutes a substantial disability to the affected person, and that is attributable to an intellectual and developmental disability or related conditions, including Prader-Willi syndrome, cerebral palsy, epilepsy, autism, or other neurological conditions when the condition or conditions result in impairment of general intellectual functioning or adaptive behavior similar to that of a person with an intellectual and developmental disability.

(b) "Person with an intellectual and developmental disability" means a person determined by a community-centered board to have an intellectual and developmental disability and includes a child with a developmental delay.

(c) "Child with a developmental delay" means:

(I) A person less than five years of age with delayed development as defined by rule of the state board; or
(II) A person less than five years of age who is at risk of having an intellectual and developmental disability as defined by rule of the state board.

List of Potential Intellectual and/or Developmental Disabilities:

It's important to note that not everyone who lives with a diagnosis listed below would be considered to have an intellectual or developmental disability. We provide this list as a resource to guardians or individuals who may wonder if they qualify for our advocacy services. The bottom line is that we strive to help anyone who needs it. If we determine that we are not the best agency to assist you, we will work hard to find another resource. No matter what, you will not receive a bill for our help.

ADHD

Apert Syndrome

Autism

Cerebral Palsy

Developmental Delay

Developmental Hearing Loss

Down Syndrome

Fetal Alcohol Spectrum Disorder

Fragile X Syndrome

Kernicterus

Language and Speech Disorders

Learning Disorders

Prader-Willi

Phenylketonuria (PKU)

Muscular Dystrophy

Tourette Syndrome

Vision Impairment

Williams Syndrome

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What is an intellectual or developmental disability? - The Arc

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Intellectual and/or developmental disabilities are also known as I/DD. These are large umbrella terms that can cover many other disabilities. Generally, living with I/DD means that a person has experienced [...]

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-Down Syndrome

-Developmental Delay

-Fragile X Syndrome

-Fetal Alcohol Syndrome

-Prader-Willi

-William Syndrome

-And many more that qualify based on their IQ, limitations, and onset age of condition

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List of Accommodations and Modifications

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The site navigation utilizes arrow, enter, escape, and space bar key commands. Left and right arrows move across top level links and expand / close menus in sub levels. Up and Down arrows will open main level menus and toggle through sub tier links. Enter and space open menus and escape closes them as well.

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-Simplify and repeat directions

-Add cues and visual supports

-Sequence learning from simple to more complex

-Give many opportunities to learn and showcase skills

-Give immediate, frequent, clear feedback

-Use developmentally appropriate materials and concepts

-Use a schedule to provide order and routine

-Give concrete examples of concepts

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-Ease handling (make materials larger and easier to hold/use)

-Accessibility (add velcro, strings, adhesive, cords, etc. to allow easier manipulation of materials)

-Visual Clarity (Add contrast)

-Respect and adapt to sensory needs

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-Consider seating arrangements

-Provide opportunities to allow social interaction

-Counsel students about their emotions and struggles in and outside of school settings

-Allow for breaks to focus, calm down, and/or socialize

-Model coping strategies to cope with overstimulation and emotional distress

-Establish one-on-one time to allow students to open up to teacher

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-Provide verbal prompts

-Allow children to demonstrate understanding in multiple ways (in own words, songs, pointing, using visuals, communication boards or device)

-Use increasingly complex words, in context, and explain their meaning

-Understand that some children may speak languages other than English at home, and identify and explain patterns of spoken English

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-Simplify concepts and meet their level of functioning, but do not infantilize them

-Do not rush them when they are forming ideas

-Demonstrate instructions in multiple modalities to enforce understanding

-Provide frequent feedback

-Open the conversation about emotional struggles

-Engage with parents to better set and edit objectives for students

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How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes

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How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes

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Ongoing improvisation during instruction prevents idling (keeping students engaged and minimizing monotony keeps children motivated and prevents wasted time)

Leadership and counseling skills are crucial in special educators

Teacher-student relationships must be based on unconditional positive regard, openness, and appreciation

Special education teachers must engage in self-care of mental and physical health to succeed