Intellectual disability is identified by significant limitations in both intellectual functioning and adaptive behavior.

Intellectual disability is identified by significant limitations in both intellectual functioning and adaptive behavior.

What is intellectual functioning? Intellectual functioning incorporates the characteristics of intelligence, the abilities assessed by standardized intelligence tests, and the consensus view that intellectual functioning is influenced by other human functioning dimensions and by systems of supports

How Do you measure intellectual functioning?

Intellectual functioning is measured with individually administered and psychometrically valid, comprehensive, culturally appropriate, psychometrically sound tests of intelligence. While a specific full-scale IQ test score is no longer required for diagnosis, standardized testing is used as part of diagnosing the condition. A full-scale IQ score of around 70 to 75 indicates a significant limitation in intellectual functioning.

What is adaptive behavior? Adaptive behavior is the collection of conceptual, social, and practical skills that have been learned and are performed by people in their everyday lives, which include the following:

Three areas of adaptive functioning are considered:³

1. Conceptual – language, reading, writing, math, reasoning, knowledge, memory.

2. Social – empathy, social judgment, communication skills, the ability to follow rules and the ability to make and keep friendships.

3. Practical – independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing school and work tasks.

• is a framework of what the child will receive from a school

IEP stands for “individualized education program.” An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations. These requirements are discussed in this section.

https://www.parentcenterhub.org/iepcontents/

Delays in social and communication development might occur when children are learning two or more languages. Because such delays can be red flags for further developmental problems in the areas of social-emotional development and cognition, early childhood educators must determine their cause: language difference or disability. Teachers attempting to distinguish between a disability and a language difference should begin by addressing a few key questions:

• Evaluation is a more formal process involving multiple assessments to collect more in-depth information on specific developmental areas and skills. Evaluations are conducted by a multi-disciplinary team of qualified professionals (e.g., early intervention specialist, speech/language pathologists, physical therapists).

• Maintaining the home language

• Collaborating with families

• Using effective instructional strategies

  • Environment and instructional grouping

  • Use visual supports

  • Use familiar and non-stereotypical materials

  • Learn the child’s home language

  • Promote peer support and interaction

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Describe the difference between a sequential and a simultaneous language learner.

2. List at least three factors that educators should consider when screening and evaluating young DLLs.

3. Why is it important to distinguish between a language difference and a developmental delay or disability?

4. Imagine that you are an early childhood teacher of four-year-olds. Nhia is a young DLL in your classroom who speaks Hmong and is learning English.

   1. List at least three ways that you could collaborate with Nhia’s family to help support Nhia in the classroom.

   2. Describe two reasons you would give the family about why it is important for Nhia to maintain his home language while he is learning to speak English.

   3. Identify three ways to involve peers as classroom supports for Nhia.