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Intellectual Disability (ID) ( formerly called mental retardation) is the most common developmental disability-nearly 6.5 million people in the United States have some level of ID. (more than 545,000 are ages 6-21).

What is an "Intellectual Disability"?

Children with IDs have significant difficulties in both intellectual functioning (e.​g. communicating, learning, problem solving) and adaptive behavior (e.g. everyday social skills, routines, hygiene).

IDs can be mild or more severe. Children with more severe forms typically require more support-particularly in school. Children with milder IDs can gain some independent skills, especially in communities with good teaching and support. There are many programs and resources available to help these children as they grow into adulthood.

​With the passage of Rosa's Law in 2010, many states replaced all terminology from "mental retardation" to "intellectual disability." Unfortunately, it has taken time for people to use the new term.

The general public, including families, and public policymakers at local, state and federal levels, are becoming aware of how offensive this term is. The American Academy of Pediatrics (AAP) does not encourage the use of nor promote the term "mental retardation."

How Do I Know If My Child Has an Intellectual Disability?

To help your child reach her full potential, it is very important to get help as early as possible. Talk with your child's doctor if you think there could be a problem. You may be referred to a developmental-behavioral pediatrician or other pediatric specialist for further evaluation and screening.

There are many signs of an Intellectual Disability. For example, children may:

Sit up, crawl, or walk later than other children

Learn to talk later or have trouble speaking

Have trouble understanding social rules

Have trouble seeing the consequences of their actions

Have trouble solving problems

Have trouble thinking logically

About developmental delays:

Your doctor might initially say your child has developmental delay. Later, your child may be diagnosed with ID. Even though all children with ID show signs of a developmental delay early in life, not all children with a developmental delay end up having ID. Sometimes, a mild ID may not be recognized until a child starts school and struggles to learn at the same pace as his peers.

How are Intellectual Disabilities Diagnosed?

A child has to have both a significantly low IQ and considerable problems in everyday functioning to be diagnosed with ID.

About the IQ test:

IQ ("Intelligence Quotient") measures a child's learning and problem solving skills. A normal IQ score is around 100. Children with ID have a low IQ score-most score between 70 and 55 or lower.

Usually, children are not able to do an intelligence test (Intelligence Quotient Test or IQ test) until they are 4 to 6 years old. Therefore, parents may have to wait until a child reaches that age before knowing for sure if their child has ID. Sometimes, it can take longer.

About adaptive behavior:

As previously mentioned, a child must also have considerable problems in everyday functioning to be diagnosed with ID. To measure adaptive behavior, doctors and other evaluators look at what a child can do in comparison to other children the same age. Examples include:

Personal care skills (e.g. getting dressed, going to the bathroom, self-feeding)

Communication and social skills (e.g. having conversations, using the phone)

School or work skills

Learning routines

Being safe

Asking for help

Using money

Most children with IDs can learn a great deal, and as adults can lead at least partially independent lives.

What is the Treatment and Outlook for an Intellectual Disability?

There is no cure for IDs, however most children can learn to do many things. It just takes them more time and effort.

Support resources:

Many families have a child with ID. One way to find a family support agency in your state is by going to Family Voices and clicking on the state map or calling them toll free at 888-835-5669. ​

Every state also has a Parent Information Center (PIC) to help families with their child's special education needs.

What are Common, Coexisting Conditions in Children with Intellectual Disabilities?

Children with severe IDs are more likely to have additional disabilities and/or disorders compared to children with milder IDs.

Examples of associated disabilities:

​Your child's doctor or local developmental service agency can help you to get to those supports or services in your area.

Additional Information:

​​
Last Updated 12/18/2015Source Section on Developmental and Behavioral Pediatrics (SODBP) (Copyright © 2015 American Academy of Pediatrics)The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

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Intellectual Disability (ID) ( formerly called mental retardation) is the most common developmental disability-nearly 6.5 million people in the United States have some level of ID. (more than 545,000 are ages 6-21). Children with IDs have significant difficulties in both intellectual functioning (e.​g. communicating, learning, problem solving) and adaptive behavior (e.g.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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TNP curricula teaches students that there is no such thing as normal and all ways of being are valuable. Our units introduce key concepts in 8-17 lesson units (30-minutes/lesson). Units can be used flexibly and include implementation support for teachers. Click or scroll to learn more about our Curricula offerings:

Foundational Units

The Nora Project's Foundational Units are flexible and can often be used for multiple grades. We recommend that they are taught in the following order, in these respective grades. Note: These units are under review. Lesson titles and objectives are subjected to change.

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TNP curricula teaches students that there is no such thing as normal and all ways of being are valuable. Our units introduce key concepts in 8-17 lesson units (30-minutes/lesson). Units can be used flexibly and include implementation support for teachers.

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This resource guide provides information and strategies for teaching students with mental retardation. The introduction discusses the nature of intellectual disabilities, preparing to teach students with intellectual disabilities, individual educational plans, and student transitions. The next section provides strategies for teachers on: (1) fostering inclusion; (2) adapting curriculum; (3) modifying curriculum; (4) deciding on individual goals; (5) scheduling for individualized goals; (6) reporting to parents; (7) explaining different expectations; (8) balancing teacher time and energy; (9) working with a teacher assistant; (10) planning with a teacher assistant; (11) promoting friendships; (12) dealing with challenging behavior; (13) getting support with challenging behavior; and (14) providing community and work experience. Lists of support organizations, professional specialist associations, and resources are provided. Appendices include: case studies of students with mental retardation and sample individual educational plans; sample questions to discuss at: the school-based team meeting, meetings with parents, and meetings with students; a description and illustration of the curriculum modification process; and a sample schedule of regular class activities. Contains a 10-item list of resource programs, a 13-item list of support organizations, 20 resource guide references, 6 ministry resources, and 33 additional resources.(CR)

Descriptors: Academic Accommodations (Disabilities), Behavior Modification, Case Studies, Classroom Techniques, Curriculum Design, Educational Resources, Educational Strategies, Elementary Secondary Education, Foreign Countries, Inclusive Schools, Individualized Education Programs, Mental Retardation, Paraprofessional School Personnel, Parent Teacher Conferences, Questioning Techniques, Scheduling, School Community Relationship, Teaching Methods, Transitional Programs, Work Experience

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ERIC - ED414714 - Students with Intellectual Disabilities: A Resource Guide for Teachers., 1995

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This resource guide provides information and strategies for teaching students with mental retardation. The introduction discusses the nature of intellectual disabilities, preparing to teach students with intellectual disabilities, individual educational plans, and student transitions.

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Resources for Supporting Learners with Disabilities - Digital Promise

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Get student’s attention before communicating

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As one of the most common developmental disabilities found within mainstream schools, most teachers will work with students with an intellectual disability frequently during their careers.

As such a vast, overarching umbrella, there are many different definitions and levels of difficulty for students with ID, making it even more essential to provide excellent strategies and a suitable learning environment for children that need that extra helping hand.

Diagnosed and supported by the Individuals with Disabilities Education Act, or IDEA, students with ID and their educators are provided with plenty of resources and tools to ensure they receive the education they need, with the accommodations they require to succeed.

Understanding students with an intellectual disability?

A broad category that includes various skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually and/or adaptively.

Examples of difficulties around intellectual functioning can include problem-solving, the ability to communicate effectively, or the capacity to learn. Adaptive functioning and behavior may include specific challenges such as hygiene, routines, or even day-to-day social skills. Some of the most common causes of ID are:

Genetic conditions - most commonly caused by abnormal genes inherited from the parent or due to errors in the combination of genes during development. IDs under this category may include Down syndrome and PKU or Fragile X Syndrome.

Gestational problems - a result of the baby not developing properly inside the mother. There are many causes for ID due to problems during pregnancy. Drinking during pregnancy or contracting a serious infection can cause this.

Birth problems - in prolonged or difficult births, where the baby may not be getting enough oxygen, the child's chance of an ID is greatly increased.

Health issues - various diseases and health concerns can lead to intellectual disabilities, such as measles or whooping cough. Malnutrition, poisoning, or lack of access to prompt medical care can also result in ID due to ill health.

Intellectual disability is not classified as a disease or a mental health problem. Over 425,000 children in the US have a form of intellectual disability and require special education or other accommodations within mainstream schools to succeed and learn effectively. While there is no cure for ID, there is plenty of evidence that with extra time and patience, children and individuals with this disability can accomplish and achieve many things, both in life and academically.

Students with an intellectual disability in the classroom

For children with an intellectual disability, certain aspects of development and learning can be stressful, difficult, or otherwise inaccessible. These challenges are especially obvious in the classroom, with many students with ID struggling with learning effectively. These characteristics can lead to impaired understanding and difficulty understanding concepts or 'keeping up' with other students.

For many ID children, the following difficulties may apply:

Difficulty in developing social and communication skills

Increased time needed for cognitive processing of tasks or new learning materials

Difficulty in understanding new or different information

Difficulty understanding or comprehending concepts that are abstract

Difficulty processing information sequentially

Because ID is a blanket term - similar to autism spectrum disorder in the classroom - children with this disability can require higher support and resources or none. With intellectual disabilities understood more than ever before when it comes to the needs and support of individuals with this disability, there is ample information for teachers and parents to provide insight into what an intellectual disability is.

For students with an intellectual disability, this is often not the only reason they struggle to work in a mainstream school environment. Between 40-60% of students with ID are also on the spectrum, leading to further difficulties in effective communication and learning.

Teaching students with an intellectual disability

When offering students with ID a fulfilling, suitable, and productive learning environment, it's important to consider the accommodations and requirements the child may need to perform as well in a mainstream education setting as other students. As such, employing practical strategies can be the perfect place to start.

These strategies are more versatile than simply applying to ID; there is also a great deal of crossover with the challenges faced by students with other learning difficulties, such as ADHD or autism spectrum disorder. As such, developing the insight and techniques needed to support students with ID can benefit a range of children.

Here are just a few of the teaching methods that educators can employ to support students with an intellectual disabilities:

Using small steps

For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable. Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture.

This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student.

Modify teaching to be more hands-on

Students with ID are known to struggle with abstract concepts individually, making some traditional teaching styles incompatible with their specific challenges. Opting to go more hands-on with teaching can provide a more kinesthetic approach for students.

An example of this would be teaching gravity by demonstrating how it functions in the real world by dropping an object to illustrate the force.

Think visual

The visual world and what is directly in front of the child are important factors in teaching a student with ID. They tend to do best in environments where visual aids or support is provided, whether to learn specific subjects or map their completed progress. Using charts with ID students has proven to be highly effective, especially with direct, immediate feedback.

For more insight into these teaching methods and why they are suitable for students with ID, this article on AAC offers further information and guidance.

Five ways to incorporate intellectual disability strategies into your classroom

While there are many general strategies and suggestions surrounding ID in the classroom, implementing those opportunities, and including them in your curriculum, is a different challenge altogether. But in mainstream schools, it's essential to balance offering support to your students and providing a well-rounded teaching experience.

These five methods offer simple, effective ways to incorporate elements of ID-suitable guidelines into any classroom with minimal disruption and excellent results:

1. Use baby steps

Start by breaking each lesson down into its simplest, most vital components. These steps can be provided to ID students alongside teaching a wider class to ensure they can keep up and develop the same understanding as their peers. To reduce frustration and encourage participation, this method is highly effective.

2. Incorporate more physical learning experiences

Whether using physical items to support learning in sciences or maths or simply offering a direct way for students to connect their learning to the real world, this method can be invaluable for all your students to help them develop their knowledge more well-rounded way.

3. Start a feedback book or chart

Students with ID can greatly benefit from immediate and consistent feedback. Using a feedback book or chart can create a record of that feedback, allowing the student to look back and see their development in black and white.

4. Encourage music in the classroom

Music can be a vital part of learning and development for any student, but for those with ID, it can be an especially powerful motivator. Music alongside concepts or lessons can help them retain information and offer greater engagement in the subject.

5. Provide visual stimulus

Whether it's simply drawing the concept, you're describing on a whiteboard or providing students with video or photographic content to study. ID students find it easier to focus when visually involved in the learning process.

With an intellectual disability such a common difficulty for many students, it's vital to ensure that they receive the same level of care and attention when it comes to their education as any other student. At the same time, teachers, educators, and parents must work together to ensure they provide the best environment for every student.

How we can help you with students with an intellectual disability

Platforms like Classful provide educators with the resources they need to make their classroom the best it can be for intellectually disabled students, and have never been quicker or easier. We do all the hard work for you, and you raise the money you need to support your favorite teacher and improve the educational possibilities of students with intellectual disabilities in the classroom.

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Students with an Intellectual Disability (5 Methods to Help) - Classful

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As one of the most common developmental disabilities found in schools, most teachers will help students with an intellectual disability during their career.

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BridgingApps, a program of Easter Seals Greater Houston, is a community of parents, veterans, therapists, doctors, educators, and people with disabilities who share information on how apps and mobile devices can help people of all abilities reach their highest levels of physical, social and cognitive development.

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The census seeks to include every individual living in the United States, but many people with disabilities are historically left out of the count-harmfully impacting funding, services, and supports. The Arc has created free resources to support people with disabilities and beyond in understanding what the census is, why it's important for people with disabilities, and how to complete it. Make sure you and your community are ready to be counted. Los recursos también son disponibles en español!

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The Arc | For People With Intellectual and Developmental Disabilities

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The census seeks to include every individual living in the United States, but many people with disabilities are historically left out of the count-harmfully impacting funding, services, and supports. The Arc has created free resources to support people with disabilities and beyond in understanding what the census is, why it's important for people with disabilities, and how to complete it.

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​​​​By: Rajapillai Pillai, MD, PhD, and Jacqueline M. Branch, MD, FAAP

As a parent, you know your child best. If you have concerns about how your child talks, acts, moves, plays or learns, don't wait to raise them. Acting early can make a huge difference in your child's success in school and life.

What is early intervention?

For babies and young children, this may mean getting early intervention services and supports for developmental delays or disabilities. Starting at age 3, a child's developmental services transition from early intervention to the school system. This process can feel overwhelming, especially for children with special health care needs and developmental disabilities.

Sometimes, we discover that a child needs services and support after they start school.

Parents and caregivers have a lot of influence. You can advocate for your child and help them get the support they need. We hope that the following information will help make the process easier.

What's the difference between an IEP and a 504 plan?

The Individuals with Disabilities Education Act (IDEA) requires that all individuals can obtain a free and appropriate education. The Individualized Education Program (IEP) and 504 plan help ensure that all children are able to receive this, regardless of physical or mental disability.

An IEP is a formal plan that involves specialized instruction, supportive services and measurable goals. These goals are reviewed on a yearly basis, and regular progress reports are required. For example, specialized instruction may include a smaller classroom size or classroom accommodations. Supportive services may include speech/language therapy, physical therapy, occupational therapy, specialized transportation or mental health counseling.

A 504 plan provides educational accommodations to students who have a physical or mental impairment that substantially limits a major life activity such as eating, sleeping, standing, lifting, concentrating or communicating. This does not necessarily include regular progress reports or reviews of goals. But a 504 plan may include increased time on exams, breaks during physical education, reduced length of assignments or unlimited bathroom access. Basically, the purpose of a 504 plan is to remove barriers to learning and ensure equal access for all students in school.

Know Your Support Structures:

IEPs and 504 Plans Explained

​ ​

Every child who receives special education services must have a written document known as an IEP. It outlines your child's goals, education, services and other resources that the school district will provide.

Special education: how your pediatrician can help your child get services they need

Parents who feel their child might benefit from special education services should request an IEP evaluation in writing. Your pediatrician can help draft a letter of this request. Parents should work with personnel from their child's early intervention program to help with this transition. You can begin this process when your child turns 2 years old.

The IEP is written after a formal evaluation by the school. During the evaluation, current performance levels are established and documented. To be eligible for special education services, your child must meet the criteria for one of 13 eligibility categories, and the disability must adversely affect their educational performance.

Every IEP should have several key pieces of information, including:

Your child's current levels of performance

Measurable goals for the school year

When reports about your child's progress will be provided

How well your child is able to function in school

How your child will be included with peers with typical development

How your child will be assessed on statewide and district-wide tests

The IEP should include dates when services will begin, locations and how long they will last. The IEP should also discuss what will be done when your child's needs change. It also may outline whether your child gets related services, such as special transportation, speech therapy, occupational therapy or counseling. If your child also qualifies for services when school is not in session, the IEP should include which interventions they will receive.

The IEP is written by a team made up of:

The First IEP or 504 meeting: tips for parents

The first IEP or 504 Plan meeting can be an emotional time for parents and school staff. Before the meeting, look over education laws and what interventions may be offered based on your child's needs.

A meeting to discuss the IEP must be held within 30 days after a school determines that a child needs special education services. Parents may invite anyone to this meeting, including personnel such as an advocate or the child's case manager from the early intervention program. The IEP is evaluated at least every year to determine whether goals are being met and may be adjusted if your child's needs change.

What if your child's IEP or 504 plan isn't working?

Regular progress reviews are required as part of a child's IEP. If you feel that their plan is not working, a good first step is often to speak to their teacher and support staff directly to make sure all parts of the IEP are being followed appropriately. You also have the right to request a formal meeting to review their IEP.

A 504 plan does not provide the same process to formally review a child's progress. But many of the same steps can be taken. Parents and caregivers can discuss their child's education and behavior with their teachers, therapists, school nurse and 504 coordinator. You can also request a meeting, though the school is not legally required to convene as they are for an IEP.

Your child's pediatrician is another good resource to ask for advice or to write a letter of support. The pediatrician does not decide what accommodations a child receives. But their input can help give the IEP or 504 team a better understanding of your child's condition.

How to request or adjust an IEP or 504 Plan

To request services:

Find out who your school's IEP or 504 coordinator is.

Submit a formal written request to the coordinator. Be specific about your concerns! Include any documentation that may support your child's needs and include the date. You may need to follow up on this request.

Discuss with your pediatrician for advice and specific recommendations. Pediatricians can help advocate for the needs of your child, including a letter of support in certain cases, though the plan will ultimately be at the discretion of the school.

To adjust an IEP or 504 Plan:

First, discuss with your child's teacher to make sure the plan is being followed.

For an IEP, you can bring up your concerns and request a change when reviewing the plan's goals. Or submit a formal request asking for a re-evaluation or change in plan. Again, be specific!

For a 504 Plan you can also request a meeting with your child's teacher or 504 coordinator or request a team meeting, though the school is not required to meet as they are with an IEP.

Remember

The process of advocating for your child to obtain and maintain an IEP or a 504 plan can feel stressful or even scary. But there are many supports and useful resources to help parents navigate the process. If you feel overwhelmed, a friend, another parent or your pediatrician or another health care professional can be a good source of perspective and advice. You are not alone in this process.

More information

About Dr. Pillai

Rajapillai Pillai, MD, PhD, is a member of the American Academy of Pediatrics Council on Children With Disabilities as the Section on Pediatric Trainees Liaison. He is completing residency in Neurodevelopmental Disabilities at Boston Children's Hospital. His clinical and research interests include mental health in nonverbal individuals and severe emotional dysregulation.

About Dr. Branch

Jacqueline Branch, MD, FAAP, is a Developmental Behavioral Pediatrician at Akron Children's Hospital in Ohio. She is a member of the American Academy of Pediatrics Council on Children With Disabilities. Prior to attending medical school, she completed her Master of Science in Special Education and Elementary Education at Canisius College in Buffalo, New York. In her current practice she serves as the Developmental Behavioral Pediatrician in the School Success Clinic.

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iep~ special education services~ educational road map~ disabilities~ supplementary aids~ school district~ evaluation~ teacher~ asds~ idea~ school-based services~ curricula~

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The IEP is the educational road map for children with disabilities. It spells out your child's goals and outlines the exact education, services, and supplementary aids that the school district will provide for your child.

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What is ID and how is ID diagnosed?

ID is a developmental disability. Each person with ID will have their own strengths and weaknesses and will require lifelong supports of a personalized level, intensity, and duration to optimally engage in their environment.

Clinical judgment plays an important role in all aspects of the determination of ID. As described in more detail in the Manual, a clinician will consider evidence concerning each of the three diagnostic criteria, including any potential sources assessment or measurement error:

Significant limitations in intellectual functioning, which means a full scale IQ standard score of approximately 2 (or more) standard deviations below the mean as measured with an appropriately-normed, standardized test of intelligence.

Significant limitations in adaptive behavior, which means a standard score of approximately 2 (or more) standard deviations below the mean measured with an appropriate and standardized test of adaptive behavior in one or more of the following domains: conceptual, social, or practical skills.

Onset of both of the above limitations during the developmental period, which means that significant limitations in both intellectual functioning and adaptive behavior in the individual have manifested before the age of 22.

As described in more detail in the Manual, all test results must be interpreted within the context of their administration and any potential sources of testing error. In making a determination of ID, evidence in addition to test scores will inform the diagnostician's clinical judgment of the person's overall functioning.

For more information on the diagnosis of ID, consult the AAIDD manual. The "Twenty Questions" document on this page also contains useful information concerning diagnosis, classification, and clinical judgement.

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What is ID and how is ID diagnosed? ID is a developmental disability. Each person with ID will have their own strengths and weaknesses and will require lifelong supports of a personalized level, intensity, and duration to optimally engage in their environment. Clinical judgment plays an important role in all aspects of the determination of ID.

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Learn about intellectual disability, including symptoms, risk factors, treatment options and answers to common questions.

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What are the symptoms of intellectual disability?

The symptoms of intellectual disability revolve around difficulties in different skill sets, including academic skills, social skills and domestic skills. Intellectual disability affects:

Intelligence-related symptoms

"Intelligence" is the umbrella term for your ability to understand and interact with the world around you. It goes beyond the traditional language and math skills an IQ test measures. Intelligence-related symptoms of intellectual disability can mean you have any of the following:

Delayed or slowed learning of any kind (such as in school or from real-life experiences).

Slowed reading speed.

Difficulties with reasoning and logic.

Problems with judgment and critical thinking.

Trouble using problem-solving and planning abilities.

Distractibility and difficulty focusing.

Adaptive behaviors

Adaptive behaviors revolve around abilities and learned skills you need to live and support yourself independently. Symptoms of adaptive behavior-related limitations can mean you have any of the following:

Slower learning of toilet training and self-care activities (bathing, dressing, etc.).

Slower social development.

Little or no fear or apprehension of new people (lack of "stranger danger" behaviors).

Needing help from parental figures or other caregivers with basic daily activities (bathing, using the bathroom, etc.) past the expected age.

Difficulty learning how to do chores or other common tasks.

Trouble understanding concepts like time management or money.

Needing help managing healthcare appointments or medications.

Trouble understanding social boundaries.

Difficulty with or limited understanding of social interactions, including friendships and romantic relationships.

What causes intellectual disability?

Intellectual disabilities can happen for many reasons. Experts also suspect that in many cases, there are multiple causes and contributing factors. Causes and contributing factors can influence the development of intellectual disability before or during birth or during the earliest years of childhood.

Prebirth causes or contributing factors include, but aren't limited to, the following:

Genetics and inheritance. Many conditions that cause intellectual disability happen because of genetic mutations. Some of these mutations can be passed from generation to generation. Examples include Down syndrome, Fragile X syndrome or Prader-Willi syndrome.

Infections. Some infections - like toxoplasmosis and rubella - can disrupt fetal development, resulting in conditions that can cause intellectual disability, such as cerebral palsy.

Teratogens. These are substances that can disrupt fetal development. Examples include alcohol, tobacco, certain medications, radiation exposure and more.

Medical conditions. Having certain medical conditions while pregnant can cause developmental differences in a fetus. Those can later result in intellectual disability. Examples include hormonal conditions like hypothyroidism.

Causes that can happen during birth include:

Causes that can happen during early childhood include:

Injuries or accidents. These can cause intellectual disability if they result in brain damage.

Toxic exposures. Heavy metals like lead and mercury can damage your brain and cause intellectual disability.

Infections. Common infections that spread to your nervous system, such as measles or meningitis, can cause intellectual disability.

Tumors or growths in the brain. This includes cancers and benign (noncancerous) growths.

Medical conditions. Seizures and various types of epilepsy, such as Lennox-Gastaut syndrome, can cause brain damage. That can cause intellectual disability.

What conditions can cause or happen along with intellectual disability?

Many of the differences in the brain that cause or contribute to intellectual disability can also cause or contribute to other conditions or mental health issues. Some of the medical and mental health conditions that can occur alongside intellectual disability (but can also occur in an individual without an intellectual disability) include:

People with intellectual disability due to a specific genetic disorder may also have a higher chance of developing certain health problems related to the underlying condition. Your healthcare provider can tell you more about what conditions your child might have a greater risk of and what you can do to help your child avoid more severe issues.

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Intellectual Disability: Supporting Strengths & Adapting to Challenges

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Intellectual disability is a condition that involves limitations on intelligence, learning and everyday abilities necessary to live independently.