intellectual disability essay

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Intellectual Disabilities, Essay Example

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Definition:  An intellectual disability (also called mental retardation or cognitive disabilities) refers to people who have limitations in regards to mental functioning that can impair their ability to communicate, interact socially, and care for themselves.  The rate at which such children learn and develop can be markedly slower than normal children.  Special education services are provided for children with intellectual disabilities under the Individuals with Disabilities Education Act (IDEA) (Heward, 2008).

Causes:  The most common causes of intellectual disabilities are genetic conditions, problems during pregnancy, problems at birth, and health problems (National Dissemination Center for Children with Disabilities, 2011).

Prevalence:  According to the National Dissemination Center for Children with Disabilities (2011), 1 in every 10 children who need special education have a form of intellectual disability, and 6.5 million people in the United States have an intellectual disability (National Dissemination Center for Children with Disabilities, 2011).

Classroom Accommodations:   Adapting the classroom environment and delivery methods is an integral part of special education and a valuable way of providing support to students with intellectual disabilities.

Classroom Environment:

• Testing in small groups or a separate room
• Providing noise buffers such as earplugs or headphones
• Minimize the number of transitions over the course of a day

Teacher Presentation/Strategies:

• Sequence the steps involved in learning a skill or concept
• Use a variety of instructional methods
• Provide opportunities for students to work in pairs or small learning groups
• Use print and non-print sources
• Teach the student to use personal organizers for time management
• Encourage the student to use tools which self-correct

Assessments:

• Adapt the assessment format
• Read or clarify the question for the student
• Provide periodic supervised breaks
• (National Dissemination Center for Children with Disabilities, 2011)

National Dissemination Center for Children with Disabilities. (2011). Intellectual disability. Retrieved from http://nichcy.org/disability/specific/intellectual

Heward, W.L. (2008). Exceptional children: An introduction to special education. 9th ed. New   York, NY: Prentice Hall.

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Intellectual Disability: Definition, Symptoms, Traits, Causes, Treatment

Toketemu has been multimedia storyteller for the last four years. Her expertise focuses primarily on mental wellness and women’s health topics. 

Shaheen Lakhan, MD, PhD, is an award-winning physician-scientist and clinical development specialist.

Halfpoint Images / Getty Images

An intellectual disability is a  neurodevelopmental condition  that develops in childhood. It affects your capacity to learn and retain new information, and it also affects everyday behavior such as social skills and hygiene routines. People with this condition experience significant limitations with intellectual functioning and developing adaptive skills like social and life skills.

An IQ test determines whether a person has an intellectual disability.  IQ scores lower than 70 indicate an intellectual disability. The severity of the condition can range from mild to profound.

• Mild intellectual disability : A majority of people with intellectual disability experience a mild to moderate form. They can learn practical life skills and function daily with minimal support. However, they might struggle to understand how things work and develop social skills.
• Severe intellectual disability : With severe intellectual disability, your child might experience significant developmental delays. They need more support than children with mild intellectual disabilities and have limited communication skills.
• Profound intellectual disability : Children with profound intellectual disability often find it especially difficult to communicate and have difficulty performing physical activities. They are also more likely to develop associated medical conditions. They typically require round-the-clock care and support.

Children with a mild intellectual disability can live a fully functioning life with proper support. However, children with a severe intellectual disability require more extensive and constant support. This condition used to be referred to as mental retardation, which took on a negative connotation in society and was replaced with intellectual disability. This term is less offensive and communicates the severity of the condition.

Intellectual disability is one of the most common developmental disabilities in children. It's estimated that around 6.5 million Americans have an intellectual disability.  

Types of Intellectual Disabilities

There is a range of conditions typically classified as intellectual disability. Some of the most common include:

• Fragile X syndrome : This is a genetic condition caused by a mutation in the X chromosome. It is the most common type of inherited intellectual disability. Its symptoms include speech problems, sensory issues, and behavioral changes.
• Down syndrome : Down syndrome is one of the most common forms of intellectual disability. The condition causes a person to develop an extra chromosome which changes how the brain and body develop. People with Down syndrome have distinct physical features that are a marker of the condition. They might have a flattened face and nose, small ears, hands and feet, a short neck, and almond-shaped eyes. They typically have lower than average IQs and experience developmental delays.
• Prader-Willi syndrome (PWS) : This is a rare genetic condition that affects a child's mental and physical development. A key feature of this disorder is hyperphagia, otherwise known as chronic eating. This causes many children with the condition to develop obesity. Other symptoms include weak muscle tone, behavioral problems, and intellectual delays.
• Fetal alcohol spectrum disorders (FASDs): Fetal alcohol spectrum disorders refer to a range of conditions caused by alcohol abuse while pregnant. However, consuming even small amounts of alcohol when pregnant could cause the condition . Common symptoms of FASDs include visual or hearing problems, abnormal facial features, lower IQ, and cognitive difficulties.
• Autism : Autism is a neurodevelopmental condition that causes social, behavioral, and communication challenges. It's unclear what causes the condition to develop, and however, a combination of genetic and environmental factors is suspected. Some common symptoms include being unable to make eye contact, lack of interest in social interactions, non-verbal communication, and sensory sensitivities.

Symptoms of an Intellectual Disability 

Symptoms of intellectual disability will typically start to surface in early childhood. In some cases, these signs might be physical. You might notice your child has an unusually large or small head, abnormalities with their hands or feet, or other physical differences. However, this isn't always the case.

Children who appear physically healthy and normal could also have an intellectual disability. Children who have severe intellectual disability might begin to exhibit symptoms at an earlier age than those with a milder form. If you are worried your child might have an intellectual disability, here are some of the early signs to look out for:  

• Difficulty speaking 
• Beginning to move around later than other children 
• Trouble following simple instruction 
• Struggling to develop social skills 
• Delayed motor skills 
• Seizures 
• Temper tantrums 
• Aggressive behavior 
• Struggling to remember things 
• Difficulty problem solving 
• Difficulty developing social skills 
• Difficulty expressing emotions 
• Being unable to carry out personal care like getting dressed or taking a bath 

Identifying an Intellectual Disability 

To diagnose an intellectual disability, the following criteria must be met:

• Limited intellectual functioning : This is typically measured with an IQ test. A test score lower than 70 is usually indicative of limited intellectual functioning. 
• Limited adaptive skills : Here, a person with an intellectual disability will struggle with social and practical skills needed for daily functioning. These include conceptual skills like reading or writing, social skills like communication or problem solving, and practical skills like eating, walking, or getting dressed. 
• The onset of symptoms before the age of 18: This condition typically develops in childhood. While it ranges in severity, some early signs delayed motor skills, struggle with problem-solving, difficulty remembering things, and delayed speech. 

Some research shows that about 20-35% of people who have an intellectual disability are also likely to develop other mental health conditions like  anxiety or depression . In determining your child's diagnosis, several tests might be ordered by your healthcare provider and the team of specialists taking care of your child. These tests include: 

• Neurological tests such as an electroencephalogram (EEG) or magnetic resonance imagining (MRI) to determine if there are any abnormalities in the brain
• Genetic tests to help identify if there is an  inherited disorder like Fragile X syndrome that could cause intellectual disability
• General medical tests depending on the symptoms your child is exhibiting
• Special education tests 
• Developmental screening tests to determine your child's level of intellectual and social functioning
• Prenatal screening to determine if there are any developmental challenges while a parent is still pregnant
• A hearing evaluation in case a hearing problem is responsible for the impaired intellectual functioning and not an intellectual disability. 

Causes of Intellectual Disabilities 

Anything that interferes with the proper growth and development of a child could cause an intellectual disability. It can be challenging to identify the specific cause of your child's intellectual disability in some cases. Several culprits could be responsible for the development of an intellectual disability. Some of the most common include:  

• Pregnancy complications 
• Genetics  
• Childhood illnesses that affect brain development 
• Environmental factors like pollution
• Severe emotional or physical abuse 
• Malnutrition 
• Being born prematurely 
• Chromosomal abnormalities like Down syndrome 
• Head injuries  

Treatment for an Intellectual Disability  

There is no one-fix treatment for intellectual disability. The condition is a lifelong one that will need continuous management. The key to proper treatment is early intervention. Getting an accurate diagnosis and treatment plan once you notice the condition's early symptoms is crucial.

Treatment comes in the form of support and care to improve the daily functioning of a person living with the condition. There is presently no cure for intellectual disability. The main aim of treatment is to improve the daily functioning of a person with this condition. 

Coping With an Intellectual Disability

It's essential to remember that children with intellectual disabilities have the same needs as any other child. Keeping them amongst their peers and exposing them to regular childhood activities is vital for their development. Parents of children with intellectual disabilities often feel the need to keep them secluded to protect them from ridicule or bullying. However, this doesn't help with the development of their social skills.

If you are the parent of a child living with an intellectual disability, here are some things you could do to make sure your child is living a healthy and fully functioning life: 

• Join a support group : A support group of parents and people living with this condition can provide a wealth of reliable information and emotional support. 
• Learn more about the condition : It's essential to take time to do your research and learn as much about the condition your child is dealing with as you can. 
• Don't rush the process : Intellectual disability is a lifelong condition. The process for your child's treatment can take a long while before you see any progress. In severe cases, don't expect your child to make rapid progress. 
• Stay social : It's vital to maintain your child's social life if they've been diagnosed with the condition. Isolating them can exacerbate their symptoms. 
• Take part in their treatment : During your child's treatment, they'll work with a host of child care specialists to improve their functioning. It's crucial to be a part of this process. 

National Institute of Child Health and Human Development. About intellectual and developmental disabilities(IDDs) .

Boat TF, Wu JT, Disorders C to E the SSIDP for C with M, et al. Clinical Characteristics of Intellectual Disabilities. National Academies Press (US); 2015.

National Down Syndrome Society (NDSS). What is an intellectual disability.

Stefanovic S, DeMarco BA, Underwood A, Williams KR, Bassell GJ, Mihailescu MR. Fragile X mental retardation protein interactions with a G quadruplex structure in the 3'-untranslated region of NR2B mRNA .  Mol Biosyst . 2015;11(12):3222-3230. doi:10.1039/c5mb00423c

Cleveland Clinic. Fragile x syndrome: diagnosis, symptoms & treatment.

Centers for Disease Control and Prevention. Facts About Down Syndrome.

Elena G, Bruna C, Benedetta M, Stefania DC, Giuseppe C. Prader-willi syndrome: clinical aspects . Journal of Obesity . 2012;2012:1-13. doi:10.1155/2012/473941

Mukherjee RAS. Fetal alcohol spectrum disorder: an overview .  Journal of the Royal Society of Medicine . 2006;99(6):298-302. doi:10.1258/jrsm.99.6.298

MSD Manual Professional Edition. Intellectual disability - pediatrics .

Shree A, Shukla PC. Intellectual Disability: Definition, classification, causes and characteristics .  Lear Commun . 2016;7(1):9. doi:10.5958/2231-458X.2016.00002.6

MSD Manual Consumer Version. Intellectual disability - children’s health issues .

By Toketemu Ohwovoriole Toketemu has been multimedia storyteller for the last four years. Her expertise focuses primarily on mental wellness and women’s health topics.

Shifting Perspectives on Intellectual Disability: Insights and Understanding

This essay about understanding intellectual disability delves into the complexity of conditions previously referred to with outdated terms, emphasizing the need for a respectful approach that acknowledges individual capabilities. It outlines the diagnostic criteria, which include significant limitations in intellectual functioning and adaptive behavior with an onset during the developmental period. The challenges faced by individuals with intellectual disabilities, such as accessing education, employment, and overcoming societal stigma, are examined, alongside the diversity of abilities and needs within this population. The essay advocates for personalized support and the importance of community-based services, inclusive education, and advocacy efforts to promote full societal participation. Highlighting the evolution of support mechanisms, it calls for a focus on strengths and potential, aiming for a more inclusive society that respects and values the contributions of individuals with intellectual disabilities.

How it works

Intellectual incapacity, previously denoted by obsolete and tactless terms, epitomizes a range of conditions characterized by noteworthy restrictions in both cognitive functioning and adaptable conduct. This state, delving into the cognitive, communal, and pragmatic domains of existence, calls for a nuanced comprehension that honors the singularity and capacities of those it impacts. Through a meticulous scrutiny of the parameters for diagnosis, the hurdles encountered, and the myriad proficiencies within this cohort, we can cultivate a more encompassing and supportive milieu for individuals with intellectual limitations.

The diagnosis of intellectual incapacity pivots on three fundamental criteria: notable constraints in cognitive functioning, substantial impediments in adaptive conduct, and the emergence of these conditions during the developmental epoch. Cognitive functioning is frequently assessed by IQ, with a threshold customarily placed below 70-75. Adaptive conduct encompasses the pragmatic, societal, and conceptual proficiencies indispensable for everyday life. The emphasis on developmental onset guarantees that the incapacity is not erroneously ascribed to other factors that might hinder functioning in later life.

Individuals grappling with intellectual limitations confront a plethora of hurdles, arising not solely from the intrinsic challenges associated with their condition but also from societal impediments and misapprehensions. These hurdles can span from accessing suitable education and healthcare to securing employment and living autonomously. Furthermore, stigma and lack of comprehension can intensify sentiments of seclusion and exclusion from communal life.

Nevertheless, it is imperative to acknowledge the heterogeneity within the populace of individuals with intellectual limitations. Proficiencies, requirements, and inclinations can diverge extensively, debunking the fallacy of a homogeneous collective. Certain individuals may excel in specific realms such as aesthetics, melody, or retention, underscoring the significance of accentuating strengths and potential rather than constraints. This heterogeneity necessitates a bespoke approach to assistance, prioritizing the cultivation of each individual’s unique capabilities.

Assistance for individuals with intellectual limitations has undergone substantial evolution over time, veering away from institutionalization towards community-centric services and comprehensive education. These transformations reflect a broader transition towards perceiving individuals with disabilities as full-fledged members of society, endowed with entitlements to education, employment, and societal involvement. Familial support, specialized educational initiatives, and vocational instruction play pivotal roles in facilitating individuals to lead enriching lives. Moreover, advocacy and self-advocacy are increasingly acknowledged as indispensable for empowering individuals with intellectual limitations to articulate their requisites and aspirations.

In summation, apprehending intellectual incapacity necessitates transcending archaic conceptions and stereotypes to embrace a standpoint that esteems diversity, fosters inclusivity, and acknowledges the intrinsic dignity of every individual. By prioritizing proficiencies and bolstering each person to attain their maximum potential, society can dismantle barriers and foster a more embracing world for individuals with intellectual limitations. As we persevere in assimilating new knowledge and refining our methodologies, the aspiration is that all individuals, irrespective of their challenges, can relish meaningful involvement in all facets of existence.

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Shifting Perspectives on Intellectual Disability: Insights and Understanding. (2024, Mar 12). Retrieved from https://papersowl.com/examples/shifting-perspectives-on-intellectual-disability-insights-and-understanding/

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Book Reviews

In 2 essay collections, writers with disabilities tell their own stories.

Ilana Masad

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More than 1 in 5 people living in the U.S. has a disability, making it the largest minority group in the country.

Despite the civil rights law that makes it illegal to discriminate against a person based on disability status — Americans with Disabilities Act passed in 1990 — only 40 percent of disabled adults in what the Brookings Institute calls "prime working age," that is 25-54, are employed. That percentage is almost doubled for non-disabled adults of the same age. But even beyond the workforce — which tends to be the prime category according to which we define useful citizenship in the U.S. — the fact is that people with disabilities (or who are disabled — the language is, for some, interchangeable, while others have strong rhetorical and political preferences), experience a whole host of societal stigmas that range from pity to disbelief to mockery to infantilization to fetishization to forced sterilization and more.

But disabled people have always existed, and in two recent essay anthologies, writers with disabilities prove that it is the reactions, attitudes, and systems of our society which are harmful, far more than anything their own bodies throw at them.

About Us: Essays from the Disability Series of the New York Times, edited by Peter Catapano and Rosemarie Garland-Thomson, collects around 60 essays from the column, which began in 2016, and divides them into eight self-explanatory sections: Justice, Belonging, Working, Navigating, Coping, Love, Family, and Joy. The title, which comes from the 1990s disability rights activist slogan "Nothing about us without us," explains the book's purpose: to give those with disabilities the platform and space to write about their own experiences rather than be written about.

While uniformly brief, the essays vary widely in terms of tone and topic. Some pieces examine particular historical horrors in which disability was equated with inhumanity, like the "The Nazis' First Victims Were the Disabled" by Kenny Fries (the title says it all) or "Where All Bodies Are Exquisite" by Riva Lehrer, in which Lehrer, who was born with spina bifida in 1958, "just as surgeons found a way to close the spina bifida lesion," visits the Mutter Museum in Philadelphia. There, she writes:

"I am confronted with a large case full of specimen jars. Each jar contains a late-term fetus, and all of the fetuses have the same disability: Their spinal column failed to fuse all the way around their spinal cord, leaving holes (called lesions) in their spine. [...] I stand in front of these tiny humans and try not to pass out. I have never seen what I looked like on the day I was born."

Later, she adds, "I could easily have ended up as a teaching specimen in a jar. But luck gave me a surgeon."

Other essays express the joys to be found in experiences unfamiliar to non-disabled people, such as the pair of essays by Molly McCully Brown and Susannah Nevison in which the two writers and friends describe the comfort and intimacy between them because of shared — if different — experiences; Brown writes at the end of her piece:

"We're talking about our bodies, and then not about our bodies, about her dog, and my classes, and the zip line we'd like to string between us [... a]nd then we're talking about our bodies again, that sense of being both separate and not separate from the skin we're in. And it hits me all at once that none of this is in translation, none of this is explaining. "

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong Disability Visibility Project hide caption

From the cover of Resistance and Hope: Essays by Disabled People, edited by Alice Wong

While there's something of value in each of these essays, partially because they don't toe to a single party line but rather explore the nuances of various disabilities, there's an unfortunate dearth of writers with intellectual disabilities in this collection. I also noticed that certain sections focused more on people who've acquired a disability during their lifetime and thus went through a process of mourning, coming to terms with, or overcoming their new conditions. While it's true — and emphasized more than once — that many of us, as we age, will become disabled, the process of normalization must begin far earlier if we're to become a society that doesn't discriminate against or segregate people with disabilities.

One of the contributors to About Us, disability activist and writer Alice Wong, edited and published another anthology just last year, Resistance and Hope: Essays by Disabled People , through the Disability Visibility Project which publishes and supports disability media and is partnered with StoryCorps. The e-book, which is available in various accessible formats, features 17 physically and/or intellectually disabled writers considering the ways in which resistance and hope intersect. And they do — and must, many of these writers argue — intersect, for without a hope for a better future, there would be no point to such resistance. Attorney and disability justice activist Shain M. Neumeir writes:

"Those us who've chosen a life of advocacy and activism aren't hiding from the world in a bubble as the alt-right and many others accuse us of doing. Anything but. Instead, we've chosen to go back into the fires that forged us, again and again, to pull the rest of us out, and to eventually put the fires out altogether."

You don't go back into a burning building unless you hope to find someone inside that is still alive.

The anthology covers a range of topics: There are clear and necessary explainers — like disability justice advocate and organizer Lydia X. Z. Brown's "Rebel — Don't Be Palatable: Resisting Co-optation and Fighting for the World We Want" — about what disability justice means, how we work towards it, and where such movements must resist both the pressures of systemic attacks (such as the threatened cuts to coverage expanded by the Affordable Care Act) and internal gatekeeping and horizontal oppression (such as a community member being silenced due to an unpopular or uninformed opinion). There are essays that involve the work of teaching towards a better future, such as community lawyer Talila A. Lewis's "the birth of resistance: courageous dreams, powerful nobodies & revolutionary madness" which opens with a creative classroom writing prompt: "The year is 2050. There are no prisons. What does justice look like?" And there are, too, personal meditations on what resistance looks like for people who don't always have the mobility or ability to march in the streets or confront their lawmakers in person, as Ojibwe writer Mari Kurisato explains:

"My resistance comes from who I am as a Native and as an LGBTQIA woman. Instinctively, the first step is reaching out and making connections across social media and MMO [massively multiplayer online] games, the only places where my social anxiety lets me interact with people on any meaningful level."

The authors of these essays mostly have a clear activist bent, and are working, lauded, active people; they are gracious, vivid parts of society. Editor Alice Wong demonstrates her own commitments in the diversity of these writers' lived experiences: they are people of color and Native folk, they encompass the LGBTQIA+ spectrum, they come from different class backgrounds, and their disabilities range widely. They are also incredibly hopeful: Their commitment to disability justice comes despite many being multiply marginalized. Artist and poet Noemi Martinez, who is queer, chronically ill, and a first generation American, writes that "Not all communities are behind me and my varied identities, but I defend, fight, and work for the rights of the members of all my communities." It cannot be easy to fight for those who oppress parts of you, and yet this is part of Martinez's commitment.

While people with disabilities have long been subjected to serve as "inspirations" for the non-disabled, this anthology's purpose is not to succumb to this gaze, even though its authors' drive, creativity, and true commitment to justice and reform is apparent. Instead, these essays are meant to spur disabled and non-disabled people alike into action, to remind us that even if we can't see the end result, it is the fight for equality and better conditions for us all that is worth it. As activist and MFA student Aleksei Valentin writes:

"Inspiration doesn't come first. Even hope doesn't come first. Action comes first. As we act, as we speak, as we resist, we find our inspiration, our hope, that which helps us inspire others and keep moving forward, no matter the setbacks and no matter the defeats."

Ilana Masad is an Israeli American fiction writer, critic and founder/host of the podcast The Other Stories . Her debut novel, All My Mother's Lovers, is forthcoming from Dutton in 2020.

• Intellectual-disabilities

Navigating Intellectual Disability

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Intellectual disabilities (ID, formerly known as mental retardation ) are characterized by limitations in both intellectual functioning (such as learning, problem-solving, and judgement) and adaptive behavior, which covers a range of everyday social and practical skills. This condition affects approximately 1-3% of the global population, signifying its relevance across diverse communities and cultures. For those seeking to understand or support someone with ID, this document provides an encompassing view, including detailed discussions on the nature of ID, different levels of severity, and their implications in daily life.

What is Intellectual Disability?

Intellectual disabilities are defined by significant limitations in intellectual functioning and adaptive behavior, which includes various conceptual, social, and practical skills. This condition originates before the age of 18, impacting both children and adults in their daily lives and overall developmental progression.

Unlike learning disabilities, which specifically impede the capacity to learn in a particular learning modality (e.g., auditory, visual information processing) or skill set (e.g., reading, mathematics), ID encompasses a broader spectrum of cognitive and adaptive difficulties. These challenges are not limited to academic learning but affect the individual's overall ability to participate fully in society.

Regarding the severity of intellectual disability, it can be classified into four levels: mild, moderate, severe, and profound. Each level has distinctive implications on the individual's capacity for independence, educational requirements, and the type of support needed. For instance, someone with a mild intellectual disability might live independently with minimal support, while an individual with a profound disability might require intensive, 24-hour care. This breakdown aids in understanding the diverse needs and support frameworks essential for enhancing life quality for those with ID.

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Recognizing Intellectual Disability: Signs and Early Detection

Recognizing the early signs of intellectual disability (ID) is crucial for timely intervention and support. Early detection significantly improves the outcomes and quality of life for individuals with ID. Here is a checklist of early signs, aligned with developmental milestones, to look out for:

• Delayed milestones such as sitting up, crawling, walking, or talking
• Difficulty mastering tasks like potty training or dressing independently
• Problems with remembering things or understanding social rules
• Trouble with problem-solving or logical thinking
• Difficulties in understanding and following instructions
• Less curiosity about the world compared to peers

The Urgency of Early Detection and Intervention

The identification of intellectual disabilities at an early stage allows for the implementation of tailored educational and support programs, which can significantly influence the individual's ability to develop useful life skills and improve their overall functionality. Early intervention programs are designed to boost cognitive, social, and emotional development, laying a foundation for a more independent future.

Step-by-Step Guide to the Assessment Process

If you suspect that a child might have an intellectual disability based on early signs, a structured assessment process is essential. Here's a guide on proceeding with the evaluation:

• Initial Consultation : Start by consulting a pediatrician or primary care provider who can review the developmental concerns.
• Specialized Referral : Based on the review, the next step often involves referrals to specialists like developmental-behavioral pediatricians, child neurologists, or psychologists.
• Comprehensive Evaluation : These specialists conduct thorough evaluations, including cognitive testing and assessments of adaptive behaviors.
• Team Approach : The assessment may involve a team, including speech-language pathologists, occupational therapists, and sometimes, geneticists, to fully understand the child’s abilities and challenges.
• Developing an Intervention Plan : Once the diagnosis is confirmed, an individualized intervention plan that targets the child’s unique needs is created.

Understanding whom to contact and the steps involved demystifies the process and encourages seeking help early, which can make a significant difference in a child’s development.

Tailored Support: Creating Individualized Plans

Since intellectual disabilities are not illnesses but rather conditions of varying degrees and spectra, creating Individualized Support Plans (ISPs) becomes crucial in addressing each person's unique needs and aptitudes. Here's a step-by-step process to craft effective ISPs:

• Assess Individual Needs : A comprehensive evaluation of the individual's cognitive, social, and practical abilities forms the foundation. This assessment includes input from psychologists, educators, and therapists.
• Set Personalized Goals : Based on the assessment, set short-term and long-term goals tailored to the individual's abilities and potential growth areas. These goals should span various aspects of life, including education, social skills, and independence.
• Develop Strategies and Supports : Identify specific strategies, teaching methods, and supports necessary to achieve these goals. This might involve tailored educational programs, social skills training, and practical life skills development.
• Implement the Plan : With a team of caregivers, educators, and therapists, implement the plan, making adjustments as necessary to accommodate progress and changes in needs.
• Regular Review and Adjustment : Periodically review the plan's effectiveness, assessing progress towards goals, and make adjustments as necessary. This ensures that the ISP evolves with the individual's development and changing needs.

Mastering Daily Life: Adaptive Skills and Strategies

Individual Support Plans address intellectual functioning but also emphasize the development of adaptive skills essential for independence and integration into society. Enhancing conceptual, social, and practical skills is pivotal in this regard.

• Conceptual Skills : Fostering decision-making, problem-solving abilities, and understanding money management.
• Social Skills : Encouraging effective communication, understanding of social cues, and building positive relationships.
• Practical Skills : Teaching tasks such as personal care, household chores, and navigating public transportation.

Practical tips for parents to encourage independence

Parents play a crucial role in developing their child's independence. Start with simple, achievable tasks to build confidence, use visual aids and step-by-step instructions for complex activities, and consistently encourage problem-solving and decision-making in daily routines.

Aging with Intellectual Disability: Long-Term Care Needs

As individuals with intellectual disabilities (ID) grow older, their needs evolve, necessitating a careful planning and adaptation of long-term care strategies. Aging adults with ID may face unique challenges, including an increased susceptibility to physical health issues, such as early-onset dementia and Alzheimer's disease, compounded by a lifetime of managing their intellectual disability. Additionally, social isolation becomes a significant concern as family members age and peer support networks may dwindle. Holistically addressing these needs involves coordinating healthcare services that are cognizant of the cognitive limitations, ensuring adaptive living environments that promote independence, and fostering social connections to combat isolation.

Resources and Support Networks

For older individuals with ID and their families, a plethora of resources and support networks play a crucial role in navigating the complexities of aging. Organizations dedicated to intellectual disabilities often extend their services to cater to the geriatric population, offering guidance on legal guardianship, estate planning, and access to adult day care programs. Support networks, both online and in-person, provide a community of empathy, sharing lived experiences and practical advice. Furthermore, government programs and non-profits may offer financial assistance, respite care, and tailored health services, ensuring a coordinated approach to care and support.

Conclusion: Embracing Inclusion and Progress

People with intellectual disabilities, as they age, remind us of the critical role of understanding and compassionate support across the lifespan. Through proactive planning, tailored care, and robust support systems, we can significantly enhance the quality of life for older adults with ID.

Reflecting on this, it becomes imperative for society to persist in advocacy efforts and actively participate in community initiatives aimed at inclusion. Transformative change occurs when we recognize the inherent value of every individual, advocating for policies and practices that uphold the dignity and rights of those with intellectual disabilities.

Acknowledging the strength within the ID community - the resilience of individuals, the dedication of families, and the commitment of caregivers and professionals - reinforces our collective responsibility. Together, we can build a more inclusive world that cherishes diversity and fosters mutual respect and understanding, at every stage of life.

Additional Intellectual Disabilities Articles

• Behavioral Characteristics of Intellectual Disabilities
• Causes of Intellectual Disabilities
• Diagnosis for Intellectual Disabilities
• Disabilities Introduction
• How to Support a Person with Intellectual Disability 
• Intellectual Disability Treatment
• Psychological Tests for Intellectual Disability 
• Signs of Intellectual Disability 
• Social Skills Training for Intellectual Disabilities

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• Adaptive Behavior (Life Skills)
• Additional Support Services for People with Intellectual Disabilities and Their Families: Community Supports
• Applied Behavioral Analysis (ABA) and Intellectual Disabilities
• Behavioral and Psychological Features of Intellectual Disabilities
• Diagnostic Criteria for Intellectual Disabilities: DSM-5 Criteria
• Educational Supports and Individual Educational Plans (IEPs)
• Effective Teaching Methods for People With Intellectual Disabilities
• Genetic Causes of Intellectual Disabilities: Down Syndrome
• Genetic Causes of Intellectual Disabilities: Fragile X Syndrome
• Genetic Causes of Intellectual Disabilities: Rubinstein-Taybi Syndrome (RTS) and Tay-Sachs disease
• Historical And Contemporary Perspectives on Intellectual Disabilities
• History of Stigmatizing Names for Intellectual Disabilities
• History of Stigmatizing Names for Intellectual Disabilities Continued
• Individualized Support Plans: Adaptive Functioning & Life Skills
• Intellectual Disabilities
• Intellectual Disabilities and Supportive Rehabilitation: Developing an Individualized Support Plan (ISP)
• Intellectual Disabilities Resources and References
• Intellectual Disability and Other Psychiatric Disorders
• Intellectual Disability and Severity Codes
• Intellectual Functioning (Mental Abilities)
• Medical Causes of Intellectual Disabilities: Infections and Brain Damage
• Onset and Prevalence of Intellectual Disabilities
• Physical Therapy and Sensory Skills Training
• Psychological Tests and Intellectual Disabilities
• Psychological Tests and Intellectual Disabilities Continued
• Reducing the Stigma of Intellectual Disabilities: The Evolution of Modern Medical Explanations
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• Signs and Symptoms of Intellectual Disability
• Social Skills Training
• Supported Employment and Integrated Work Sites
• Tests of Adaptive Functioning
• The Causes and Prevention of Intellectual Disability
• The Choice of Educational Settings: The Pros and Cons of Mainstreaming Children With Intellectual Disabilities
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StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

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Intellectual disability.

Keun Lee ; Marco Cascella ; Raman Marwaha .

Affiliations

Last Update: June 4, 2023 .

• Continuing Education Activity

Individuals with an intellectual disability have neurodevelopmental deficits characterized by limitations in intellectual functioning and adaptive behavior. This activity reviews the evaluation and management of intellectual disability, including the genetic and environmental etiologies of intellectual disability, various disease manifestations, and appropriate evaluation strategies. This activity also highlights the needs of individuals with intellectual disabilities and suggests an interprofessional approach to the management of intellectual disability, and recognizes the interprofessional team element in managing these cases.

• Summarize the epidemiology of intellectual disability.
• Outline the etiology of intellectual disability.
• Explain the treatment considerations for patients with intellectual disabilities.
• Review the importance of improving care coordination amongst the interprofessional team to enhance the delivery of care for patients affected by intellectual disability.
• Introduction

Individuals with an intellectual disability have neurodevelopmental deficits characterized by limitations in intellectual functioning and adaptive behavior . These disabilities originate at birth and manifest before the age of 18 and can be associated with a considerable number of related and co-occurring problems, including mental health (e.g., depression and anxiety), neurodevelopmental (e.g., autism spectrum disorders, and attention deficit hyperactivity disorder), as well as neurological (e.g., infantile cerebral palsy) and medical conditions (e.g., meningitis).  

Intellectual Functioning 

Intellectual functioning is generally called intelligence and includes a wide range of mental activities such as the ability of logical reasoning and practical intelligence (problem-solving), ability in learning, verbal skills, and so on. It manifests and expresses itself through numerous sets of capabilities, behaviors, thoughts, and emotions. In other words, intellectual functioning is definable as the global ability that allows the individual to understand reality and interact with it.

Intellectual functioning is commonly measured by the intelligence quotient (IQ), which represents a total score obtained from standardized tests (IQ tests) developed for evaluating human intelligence. IQ test score has a median of 100 and a standard deviation of 15. A score of 70 or below (two standard deviations below the median) indicates intellectual limitations. 

Adaptive Behavior

These disabilities express as lacking competence in social, conceptual, and practical skills. Social skills include interpersonal skills, social responsibility, self-esteem, gullibility, naivety, resolution of social problems, and the ability to follow the rules of society and obey the laws. Conceptual skills include the ability to understand time, finance, and language. Practical skills include the ability to use tools, carry out activities of daily living, and interact with other people. All these skills are learned throughout development and performed in response to common problems and simple/complex tasks, as well as expectations from our community and society. Obviously, these behavioral responses become progressively more complex with age. Several validated tools are useful for assessing limitations in adaptive behavior.

While many causes of intellectual disability are not known, the etiology of intellectual disability mainly divides into genetic abnormalities and environmental exposure. Genetic abnormality can be a single gene mutation, copy number variation, or chromosomal abnormality that causes an inborn error of metabolism, neurodevelopmental defect, and neurodegeneration. Environment exposure can be maternal exposure to toxin/infectious agents, uncontrolled maternal medical conditions, delivery complications, and post-natal trauma and exposure to toxin/infectious agents. The most common known preventable or environmental cause of intellectual disability is fetal alcohol syndrome, the most common chromosomal cause is Down syndrome, and the most common genetic cause is Fragile X syndrome. 

The genetic abnormality may cause an inborn error of metabolism, neurodevelopmental defect, or neurodegeneration. With an inborn error of metabolism, toxic by-products accumulate, causing intellectual disability and other behavioral problems. Phenylketonuria (PKU) is one of the inborn errors of metabolism that occurs in approximately 0.01% of newborns. PKU most commonly results from phenylalanine hydroxylase defect inherited in an autosomal recessive fashion. The defect disables the liver from converting phenylalanine to para-tyrosine. The consequent accumulation of phenylalanine is the culprit of intellectual disability. Neurological damage from PKU is irreversible but preventable. Therefore, newborn screening for PKU is mandatory in the U.S. and other countries. Early screening followed by prompt initiation of a low phenylalanine diet before the age of 3 may prevent intellectual disability. [1] Recently, different rare types of hyperphenylalaninemia were described, including the deficiency of the enzyme dihydropyridine reductase and a deficiency of a cofactor, biopterin. [2]

Lesch-Nyhan syndrome is an X-linked inborn error of metabolism caused by purine metabolism enzyme deficiency. This condition results from a mutation in HGPRT. [3] This mutation leads to a buildup of uric acid, which causes severe self-mutilating behavior of biting mouth and finger as well as intellectual disability. [4] Other known inborn errors of metabolism that result in intellectual disability are Niemann-Pick disease, Hunter disease, Hurler disease, maple syrup urine disease, Hartnup disease, homocystinuria, and galactosemia.

A neurodevelopmental defect presents in Fragile X syndrome, a leading genetic cause of intellectual disability. It results from a single gene mutation in the FMR1 (Xq27.3) gene. In most cases, CGG repeat of the FMR1 gene expands to over 200 times. The expansion leads to a phosphorylated CG pattern, causing methylation imprinting of the gene, thereby silencing FMR1 gene expression. FMR1 is a transcription factor of hundreds of genes expressed in the central nervous system, and its disruption causes intellectual disability as well as behavioral disturbance, and seizure. [5] Neurodevelopment defect also presents in neurofibromatosis type 1, also known as von Recklinghausen syndrome, an autosomal dominant condition caused by mutations of NF1. Its characteristic presentation is abnormal neural cell migration leading to cafe au lait spot, movement disorder, and intellectual disability. [6]

Neurodegeneration leading to intellectual disability presents in Rett syndrome (RS), an X-linked dominant degenerative condition only seen in females secondary to mutation of the MeCP2 gene. In patients with RS, cerebral atrophy occurs at the substantia nigra, causing defects in the dopaminergic nigrostriatal pathway, starting at 6 to 18 months of age. [7]

IQ alterations can also occur as part of a clinical picture in other genetic syndromes. In many cases, the intellectual deficit appears to be limited and can occur at different stages of neurodevelopment, also in terms of cognitive decline. For example, in chromosome 22q11.2 deletion syndrome, DiGeorge syndrome, or velocardiofacial syndrome, which is one of the most common multiple anomaly syndromes in humans, is usually described as a cognitive decline rather than an early onset intellectual disability. [8]

Environmental

Environmental exposure during pregnancy may lead to intellectual disability, which can be caused by maternal exposure to a toxin, infectious agent, uncontrolled maternal condition, and birth complications.

One common toxic substance that leads to an intellectual disability during pregnancy includes alcohol. Alcohol exposure, indeed, commonly causes intellectual disability along with other developmental abnormalities, in a condition known as fetal alcohol syndrome. [9] Fetal exposure to alcohol inhibits the production of retinoic acid, which is an essential signaling molecule for the development of the nervous system. Even a small amount of alcohol in any trimester of pregnancy may cause fetal alcohol syndrome. [10] . Exposure to opioids, cocaine, and teratogenic medications may also lead to intellectual disability.

Common, well-known infectious agent that causes intellectual disability are rubella and HIV. Maternal rubella infection in the initial trimester of pregnancy leads to intellectual disability approximately 10 to 15% of the time; it can rise to above 50% with infection during the first month. Immunization may prevent the mother from rubella infection. [11] HIV may be transferred vertically from mother to infant. Infants with HIV may develop encephalopathy, seizures, and intellectual disability within the first year of life secondary to microcephaly, immunosuppression, and Pneumocystis jiroveci pneumonitis (PCP) infection. [12] Excessive neuro-inflammation causes overstimulation of the N-methyl-D-aspartate type receptor (NMDAR) system, which leads to neuronal injury. Antiretroviral therapy for the mother and prophylactic treatment with zidovudine for newborn exposed to HIV has significantly reduced the transmission. [12] Other known infectious exposures to mothers that may cause intellectual disability in the newborn are cytomegalic inclusion disease, syphilis, and toxoplasmosis.

Uncontrolled maternal medical conditions may lead to intellectual disability. Pregnancy hypertension, asthma, urinary tract infection, pre-pregnancy obesity, and pre-gestational diabetes were shown to increase the risk significantly. [13] Furthermore, uncontrolled maternal diabetes, malnutrition, and obstetrical complications causing anoxia (placenta previa, placenta abruption, and umbilical cord prolapse) may also cause intellectual disability. [14]

An intellectual disability is acquirable during early childhood. Causes include infection (notably encephalitis and meningitis), head trauma, asphyxia, intracranial tumor (either directly or indirectly through seizure, surgery, and chemotherapy), malnutrition, and exposure to toxic substances. [15]

• Epidemiology

The prevalence of intellectual disability in developing countries is estimated to range from 10 to 15 per 1000 children; of those, about 85% have a mild intellectual disability. From 1 to 3% of the Western population is estimated to have an intellectual disability. Incidence is challenging to accurately calculate as mild disabilities may be under-recognized until later in childhood. Intellectual disability is reported to peak at the ages of 10 to 14 years and is 1.5 times more prevalent in males than females. [16]

• History and Physical

Keeping up with daily functions is often challenging for individuals with different degrees of intellectual disability. They may have difficulty feeding themselves, going to the bathroom, and dressing. They also may have difficulty getting along with their family and friends because of a problem with communication as well as poor impulse control. They may have trouble excelling academically and socially at school.

Concerning clinical history, symptoms of intellectual disability usually begin during childhood or adolescence. Moreover, delays in language or motor skills may be observed by age two. Nevertheless, a significant number of children with mild levels of intellectual disability may not get identified until school age.

A comprehensive history of patients with intellectual disability must include the following:

• Information about the mother’s pregnancy, labor, and delivery
• Mother’s use of substances or medications during pregnancy
• Mother suffered any uncontrolled medical condition
• Was delivery pre-term?
• Was there any issue with delivery?
• Patient’s sensory, social, language, and motor developments to detect any developmental delay
• Patient’s exposure to infection, trauma, and toxin
• Patient’s medical conditions
• Patient’s psychiatric conditions
• Medications that the patient is taking
• Patient’s family history of psychiatric and medical conditions
• Patient’s living situation, caretaker
• Patient’s behavior toward caretaker, parents, and siblings
• Patient’s academic performance at school
• Patient’s behavioral disturbance reported at school

Physical examination is vital to differentiate intellectual disorders from other conditions. A full neurological exam should be performed to identify any deficit that may mimic intellectual disability and comorbid symptoms. Visual and hearing tests are particularly important as abnormal vision or hearing causes difficulty with communication, leading to a delay in developing language and social skills, closely mimicking intellectual disability. Motor dysfunctions such as spasticity, hypotonia, hyperreflexia, and involuntary movements are commonly present in individuals with intellectual disabilities. [17]  

Some physical characteristics are closely associated with a specific diagnosis as follows:

• Down syndrome: slanted eyes, flat nasal bridge, protruding tongue, small chin, and single crease palm
• Fragile X syndrome: long and narrow face, prominent forehead and jaw, large ears, and large testicles in male
• Fetal alcohol syndrome: smooth philtrum, thin vermilion, and small palpebral fissures
• Prader-Willi: obesity secondary to compulsive eating behavior, hypogonadism, small hands, and feet
• Cat’s cry (Cri-du-chat) syndrome: microcephaly, hypertelorism, low-set ears, and micrognathia
• Phenylketonuria: bizarre movements such as twisting hand mannerisms, poor motor coordination, and perceptual difficulties

According to the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), the diagnosis of intellectual disability requires deficits in intellectual function, deficits in adaptive function, and onset before the age of 18. The IQ test is widely used to assess the intellectual function of individuals. IQ test derives from Stanford-Binet Intelligence Scales, used for school placement in France. Lewis Terman adapted the test to measure general intelligence. Scores were reported as “mental age” divided by chronological age, multiplied by 100. The current version of the IQ test is standardized, and two standard deviations below the test taker’s group calculate as an IQ of 70. An IQ of 70 or below suggests an intellectual disability diagnosis. Based on the IQ score, the severity grading appears below.

• IQ 50 to 70: mild intellectual disability (85% of cases)
• IQ 35 to 50: moderate intellectual disability (10% of cases)
• IQ 20 to 35: severe intellectual disability (4% of cases)
• IQ below 20: Profound intellectual disability (1% of cases)

However, it is no longer a standard to classify intellectual disability by IQ score alone. For instance, if an individual has IQ below 70 but has a good adaptive function, the subject does not have an intellectual disability. On the other side, individuals with a normal or even higher than normal IQ may manifest severe deficits in adaptive functions and are, therefore, classified as having an intellectual disability. In turn, the current diagnosis of intellectual disability also considers a person’s adaptive function. [18] The Adaptive Behaviour Assessment System can measure adaptive function. [19] It encompasses the social and practical domains. Adaptive function measures ability in communication, social participation, and independent living.

The DSM-5 also has “Unspecified Intellectual Disability” (Intellectual Developmental Disorder) to describe individuals over the age of 5 suspected of having an intellectual disability who has difficulty completing required tests, usually because of limitations resulting from blindness, deafness, or concurrent mental illness.

Chromosomal analysis, urine and blood tests, and neuroimaging techniques have been used to elucidate the etiology of intellectual disability.

Traditionally, chromosomal analysis has been done by parents’ choice before the birth of a child via amniocentesis (performed at 15 weeks of gestation) or chorionic villi sampling (8 to 10 weeks of gestation). It is a highly specific test for Down syndrome, and early detection of chromosomal abnormalities allows a decision to terminate the pregnancy. Recently, a cell-free fetal DNA test has appeared as a noninvasive prenatal test for Down syndrome. It has demonstrated a higher detection rate, positive predictive value, and false-positive rate. [20] Another current technique of chromosomal analysis is fluorescent in situ hybridization (FISH), which is useful to identify the microscopic deletion of the chromosome. [21]

Urine and blood analysis allow the evaluation of enzyme activities and detection of inborn errors of metabolism, including PKU, Lesch-Nyhan syndrome, galactosemia, and Hurler syndrome, with the help of advanced techniques such as tandem mass spectroscopy and gas chromatography. [22]

As for neuroimaging techniques, computerized tomography (CT) or magnetic resonance imaging (MRI) has been useful to identify microcephaly, cerebral developmental delay, and cerebral palsy. [23] Functional MRI and diffusion tensor imaging are being researched to identify abnormalities in neural circuit pathways. For example, Fragile X syndrome with aberrant frontal-striatal pathways has been found associated with ADHD symptoms. Electroencephalography (EEG) is used to detect seizures that often accompany intellectual disability, though findings do not direct to specific diagnoses. [24]

• Treatment / Management

Management of intellectual disability must begin promptly with the goals to prevent further worsening, minimize the symptoms of disability, and improving the quality of everyday life. When initiating therapy, a healthcare provider must be aware of the various avenues of treating intellectual disability to orchestrate a multidisciplinary and individually tailored treatment appropriately. This section will discuss some examples of the multiple interventions available.

Educational support is a crucial component of intellectual disability management. Upon diagnosis of intellectual disability in children, healthcare providers must contact the school promptly to set up special education arrangements. What special education entails may vary slightly among schools, but it typically aids comprehensively with providing academic modifications as well as transition planning from childhood to adulthood with a focus on promoting self-sufficiency. It also teaches them how to seek assistance, behavioral skills, vocational skills, communication skills, functional living skills, and social skills based on individual needs in the least restrictive environment. Creating the least restrictive environment for students with an intellectual disability means placing them in general classrooms as much as tolerated. While segregated classrooms for special needs may be helpful for those who need them, implementing the least restrictive environment policy has been shown to improve student outcomes. It is important to monitor the patients’ progress in school because education solely from classroom settings may not be sufficient. If an individual with an intellectual disability requires assistance beyond what is available at school, the family can meet the need at home through family education or other outside resources. For example, a disabled student who needs extra attention with social skills may be referred to participate in the Special Olympics programs that have been shown to improve social competence in intellectual disability subjects. Lastly, other causes of learning difficulties need to be ruled out, and appropriate hearing and vision screenings are necessary for individuals with intellectual disabilities.

Behavioral intervention is another important aspect of intellectual disability management, and it can occur in a few different ways. Behavioral therapy aims to encourage positive behaviors while discouraging undesirable behaviors. Providing positive reinforcement and benign punishments (e.g., time-outs) is an effective method of behavioral training. Other supplemental methods may include avoiding triggers of negative demeanor, shunning misconduct, and redirecting to prevent or curtail any troublesome behavior. Cognitive therapy is another mode of behavioral training that has been effective for eligible intellectual disability patients. Cognitive therapy has its basis on the principle that one’s behavior, emotions, and cognitions are connected, and it aims to correct one’s negative behaviors by identifying and adjusting negative thoughts and emotional stress. Although many other approaches to behavioral intervention exist, the implementation of behavioral therapy, cognitive therapy, or a combination of the two is the most widely used method that has been shown to be an effective means of behavioral intervention for intellectual disability patients.

Vocational training helps teenagers and young adults to obtain the necessary skills to enter the labor market. In vocational training, patients carry out pre-scheduled activities under the supervision of a multi-disciplinary team consisting of a social worker, occupational therapist, teacher, counselor, and psychologist. Patients learn to keep themselves clean, wear appropriate clothes, and carry out their responsibilities. A study has shown that patients who underwent vocational training had reduced support requirements compared to their peers. 

Family education is an essential service provided by healthcare providers for family members of intellectually disabled patients. The first part of this is assisting the family members in understanding intellectual disability: definition, management, and prognosis. Then, healthcare providers can help the family through placement decisions, refer them to appropriate services and equipment, and provide caregiver training. In addition to preparing the family for the patient, physicians must recognize that family members also often bear a significant amount of stress as well. The medical team must support the whole family through psychosocial problems such as the need for respect, feeling helpless, depression, and anxiety. There are also outside resources to which the family can obtain a referral. American Association on Intellectual and Developmental Disabilities (AAIDD), The Arc of the United States, and Family-to-family Health Information and Education Centers are some of the nationally available resources, and social workers can help with connecting the families with local resources. Establishing strong support for the family, in turn, creates a caring home environment for the patient.

Government resources are available for patients with intellectual disabilities and their families. Patients with intellectual disabilities are eligible to benefit from social security income. Patients also may benefit from various community services that provide housing and food delivery. The government also provides education and employment opportunities as outlined under the "Disability Resources" section of the US Department of Labor website.

Psychopharmacologic interventions may not be the main component of intellectual disability treatment, but they play a significant role in treating behavioral abnormalities associated with intellectual disorders and comorbid conditions. Aggressive behavior is not uncommon among individuals with intellectual disabilities and causes admission to institutional settings. Risperidone is well-documented to treat disruptive, aggressive, and self-injurious behaviors in children with intellectual disabilities with good safety and tolerability profile. [25] Risperidone is an atypical antipsychotic that is less likely to cause tardive dyskinesia, which commonly results in a typical antipsychotic. Aripiprazole is another atypical antipsychotic that is used to manage aggression.

Treatment of comorbid conditions is an important aspect of adequate therapy. Attention-deficit/hyperactivity disorder (ADHD), depression, and movement disorders are some of the comorbid conditions accompanying intellectual disability that require evaluation and treatment. Methylphenidate, clonidine, and atomoxetine are shown in randomized control trials to reduce ADHD symptoms. Methylphenidate significantly improved the maintenance of attention to complete a task; however, there was no long-term improvement in learning and social skills.

Depressive symptoms can be easily overlooked in individuals with intellectual disabilities when other behavioral problems are prominent; this requires careful evaluation. Selective serotonin reuptake inhibitors (SSRIs) such as fluoxetine, paroxetine, and sertraline were shown in multiple studies to help with depressive symptoms in this patient population.

Involuntary movements, repetitive self-stimulatory behaviors, and obsessive-compulsive symptoms may be harmful to the patients. Antipsychotic medications have been anecdotally reported to diminish these symptoms, although there was no observation of improvement in adaptive behavior. [26] SSRIs are useful in treating obsessive-compulsive symptoms and stereotyped motor movements. [27]

Studies have shown that patients with intellectual disabilities are at risk for polypharmacy, and providers should be cautious when prescribing medications as some patients may be at a higher risk of side effects and may need lower dosages.

• Differential Diagnosis

Several diseases or conditions can be mistaken for intellectual disability:

• Child abuse: childhood abuse may cause developmental delays in language and socialization, causing a defect in adaptive function. The child may have difficulty communicating her needs and developing trust and social responsibility. Unlike intellectual disability, symptoms are often reversible when the environment improves.
• Debilitating medical disease: Individuals with normal intelligence may experience depression and delay in the development of chronic, debilitating medical illnesses.
• Cerebral palsy: poor muscle coordination, problems with vision, hearing, and speaking may imitate symptoms of intellectual disability.
• Sensory disability: deafness or blindness may lead to a flaw in diagnostic testing, causing a false-positive diagnosis of intellectual disability.
• Speech disorder: expressive and receptive aphasia may be mistaken for intellectual disability.

The cognitive deficit of intellectual disability is permanent damage; thus, the prognosis of intellectual disability depends on the severity of cognitive impairment and the supportive environment provided. If provided adequate support, individuals with mild intellectual disabilities may achieve adequate language and social competency to live independently and raise their own families. Individuals with moderate intellectual disabilities are not likely to achieve academic levels greater than second grade; however, they may acquire language and communicate their needs. They may be able to get a job under supervision. Individuals with severe intellectual disabilities usually have difficulty acquiring language. They may be able to develop alternative communication skills and recognize words that are critical to functioning. Adults with a severe intellectual disability usually require supervised living situations, such as group homes, and supervision to perform any work-related tasks. Individuals with profound intellectual disabilities have significant difficulty with communication and social functioning.

• Complications

Most individuals with intellectual disabilities have comorbid psychiatric conditions. Individuals are at higher risk of developing depression because they are prone to developing negative self-images as they have difficulty interacting with others and meeting social expectations. Other psychiatric comorbid symptoms frequently observed in these individuals are hyperactivity, self-injurious behaviors, and repetitive stereotypical behaviors. Management of complications is discussed above in the “Treatment” section.

• Deterrence and Patient Education

Among the most challenging aspects of intellectual disability is the patient’s sense of social skill deficit and social isolation. Educating the family for support to improve social competence and self-esteem is critical. Special Olympics International program is an example program that helps with improving social interactions, friendships, and self-esteem. [28] Individuals with a disability need to be continuously encouraged to learn and interact with other people. The family of individuals with intellectual disabilities should understand that they are more prone to experience failures and rejections and make sure to provide a supportive environment that is not discouraging. Family therapy can help with resolving any feeling of guilt, despair, or anger that may occur in the family relationship.

• Enhancing Healthcare Team Outcomes

The management of patients with intellectual disabilities is best with an interprofessional team. When treating individuals with intellectual disabilities, a healthcare provider may find communication with the patients difficult and may coerce the treatments. It is important to act professionally and make sure that patients do not get excluded from fundamental rights and are not coerced into specific therapies, as emphasized in the United Nations Convention for Intellectual Disability. [29] Healthcare providers must carefully listen to the patient's needs and provide treatments that are in the patient's best interest. To serve the patient's best interest, an interprofessional, an interprofessional approach is essential; it has been shown to reduce the healthcare cost by decreasing the number of tests for the diagnosis of intellectual disability and the frequency of hospitalization. [30] Core members of the interprofessional team are primary care physicians, psychiatrists, psychologists, neurologists, speech pathologists, special nurse educators, social workers, and pharmacists. To maintain the best collaborative care, communication among the members of the team be effective. Each healthcare provider must promptly and accurately document diagnosis, assessment, services provided, and follow-up plans. In the current healthcare system, it is efficient and effective for primary care physicians and nurse practitioners to refer to specialists based on the patient’s needs, collect evaluations and reports, and coordinate care.

The array of treating physicians will manage the overall case, but they must rely on the input of other team members. Specialty-trained mental health nurses can provide a great deal of valuable information as they engage with the patient. They are also excellent resources for verifying medication and other therapeutic intervention compliance, which can be challenging in such cases, as well as evaluating the effectiveness of the current regimen. Pharmacists must weigh in with medication reconciliation, assist in agent selection for comorbidities, and verify dosing. Pharmacists can also educate patients and/or their families regarding the medications used. Medication adverse events should be reported to the treating physician promptly by either the pharmacist or nursing staff. Thus, an interprofessional approach is the optimal means by which to address patients with intellectual disabilities. [Level 5]

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Disclosure: Marco Cascella declares no relevant financial relationships with ineligible companies.

Disclosure: Raman Marwaha declares no relevant financial relationships with ineligible companies.

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• Cite this Page Lee K, Cascella M, Marwaha R. Intellectual Disability. [Updated 2023 Jun 4]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2024 Jan-.

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Essay: Intellectual disability

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Task 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognised source. Follow prescribed APA format when citing sources. Definition 1: Intellectual disability is a disability in terms of intellectual functions and adaptive behaviour. This is a consequence of physical and mental unfitness. Intellectual disability is a lack of conceptual skills, social and practical skills. Source: http://aaidd.org/intellectual-disability/definition#.UxRXo2b2_IU Definition 2: Intellectual disability is a term in which an individual has limitations in mental and physical functions such as communication, social skills, mental and physical development and learning skills. Source: http://nichcy.org/disability/specific/intellectual 1.2 Using a definition of intellectual disability give 2 explanations of how this impacts on the persons adaptive skills. Explanation 1: Intellectual disability is a limitation to get adaptive skills. If any person has intellectual disability, it effects their adaptive skills. Adaptive skills are social skills like understanding rules and customs of society, obeying rules, disable to make and retain friendship and understand interpersonal relations. But when somebody has intellectual disability he or she is not able to perform their social skills for example people with these disabilities cannot cope up with their interpersonal relationships. They face problems to lead a satisfy life in the community and work in an open environment. Source: http://www.inclusionireland.ie/content/page/questions-answers-qa Explanation 2: people with intellectual disabilities always take more time to speak, walk and take care of their personal needs such as dressing/undressing, taking shower, going to toilet and taking medicines. It takes more time for them to learn in school as well. Their mobility is also not effective. These people with intellectual disabilities cannot cope up with their housekeeping activities for example cooking, cleaning and manage household things. They have lower level of interest in the environment and responsiveness to others. Source: http://www.thearc.org/page.aspx?pid=2448 Using a definition of intellectual disability give 2 explanations of how this impacts on the person’s cognitive ability. Explanation 1: Cognitive skills can be explained in terms of thinking, learning, remembering, achieving right information on right time and performing tasks of daily living. People with less cognitive skills have complex developmental disabilities. These people always have confusion and difficulty to understand or learn new things. Some people have memory difficulties that impaired their ability to remember. They are not able to solve their problems as they arise. Sometime it can cause frustration to them. Source: http://webaim.org/articles/cognitive/ Explanation 2: People with impaired cognitive skills have difficulty to focus the attention to the given task also organising and completing the task. They take more time to response and sometime they do not give any response. They also find problems in verbal and non-verbal communication. These people take more time to process information in their mind and give response to it. Source: http://webaim.org/articles/cognitive/#attention Outcome 2 Describe the causes of intellectual disability Task 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two main characteristics of the effects: Example1: x Fragile syndrome: Source: http://www.childrenshospital.org/health-topics/conditions/fragile-x-syndrome Main Characteristics: 1. Postponement in growth of body, language, speech and mental status. 2. Big body size with big head, long ears, flat feats and large jaw. Example 2: Prader- Willi syndrome: Source: http://www.mayoclinic.org/diseases-conditions/prader-willi-syndrome/basics/symptoms/con-20028982 Main characteristics: 1. Deficiency in eye coordination and eyes do not move together. 2.Very small hands and feet, almond shaped eyes and small turned mouth. 2.2 Give 2 examples of intellectual disability that occur during or immediately following birth and describe 2 main characteristics of the effects. Example 1: Trauma: Source: http://www.healthyplace.com/addictions/family-impact/characteristics-adult-children-of-trauma-addiction/ Main characteristics: 1. Feelings of sadness and angriness, anxiety and stress. 2. Lack of faith on others, less emotional expressions, spiritlessness and defensive reaction to pain. Example 2: Hypoxia: Source: http://www.favoriteplus.com/hypoxia-symptoms.php Main characterstics: 1. High rates of breathing, laziness, very much tiredness, inadequate assessment about others. 2. Weakness in eyesight, feelings of hatred, tickling , light-headedness ,head ache and mental fatigue. 2.3 Give 2 examples of cases of intellectual disability that occur during childhood years and describe the impact on the day to day support needs of the person. Example 1: Epilepsy Source: http://www.medicinenet.com/seizure/page10.htm Impact: Because of epilepsy people lost their independence and they are not able to drive. People with Epilepsy cannot take part in some amateur activities such as sky diving, bicycle or motor race because they can lead to injuries without paying attention even for a single moment. If these people want to do some easy activities, still they have to be supervised by someone else for instance swimming. Children take more time to understand and finish their school work and they also need instructions from others to complete their tasks. People with epilepsy find difficulties to cooperate and understand with social and employ mental forces. Sometimes epilepsy cause memory loss that is why such people find difficulties to remember household things. They cannot find things on their own places, they start to forget about them. Example 2. Cerebral palsy: Source: http://www.bobath.org.uk/clinical-information/cerebral-palsy/how-can-cerebral-palsy-impact-on-daily-life/ Impact: Children with cerebral palsy have difficulty to communicate with others either it is verbal or non-verbal communication. They need to use symbolic things to make others understand for example books, pictures and diagrams. So it takes longer time for them to be able to communicate with others. Apart from this children face problem in mobility also. They cannot walk properly without using mobility assistances such as walking sticks. It also take very long time to have their meals, sometime that is stressful for families to keep them safe. During taking shower and other personal cares such children face problems, they have to ask for help from their family members. Outcome 3: Describe conditions frequently associated with intellectual disability. Task 3 Condition 1: Epilepsy: Epilepsy is a disorder in nervous system it can cause loss of sleepiness, consciousness and loss of attention as well. Causes: 1. Head injury like damage any specific part of the brain can cause epilepsy. 2. Electrical activities in the brain also cause epilepsy. Many passing signals in our brain help us to think, walk, laugh and concentrate. When there is any disruption in passing the signals then it leads to seizures, because of these seizures consciousness of body and mind is affected. Main characteristic 1: Thundering of lips, twitch the face, loss the control on muscles. Main characteristics 2: Changes in breathing patterns, blue colour face and lips and pendulous face on one side. Support needs of the person with epilepsy: Physical support: 1. Medication: Patient of epilepsy should be provided proper medication at all times prescribed by the doctor. Not even a single dose should be missed because it can cause more seizures. 2. Education: Children with epilepsy should be provide education regarding their illness and precautions how to prevent and maintain epilepsy. They should know about their medicine also. 3. Safety: Safety is very important for epilepsy patients. There should always be someone to support them and provide safety for them. If they are out of the house their family members or friends should be with them. Social support: 1. People with epilepsy should be encouraged to go to school and work. 2. They should make friends and visit them on regular basis and be socialised. 3. They should maintain and uphold their dignity. Cognitive support: 1. Provide them memory and visual aids to support them to learn more. 2. Give them extra classes in case they miss their periods. Condition 2: Cerebral palsy: Cause: 1. Cerebral palsy can be caused by damaged to the brain. It can cause before and after birth. 2. Mutation of genes that help in our brain development. 3. Fetal stroke that can disrupt blood supply in brain. 4. Low birth weight Main Characteristic 1: Lower legs turned inward and there is a cross at the ankles like a scissors. Main characteristic 2: Weakness in muscles and less movement. Physical support need: 1. Provide medical aids for support and safety. 2. Support in daily living activities like showering, toileting, personal care. Social support needs: 1. Regular visits to community and society through transportation access. 2. Make friends for good support. Cognitive support needs: 1 .Provide a therapist for improving speech and language skills. 2 .To make such people able to learn give them necessary aid and support. Condition 3: Foetal alcohol syndrome: Cause This syndrome occurs in baby when a mother drinks alcohol during pregnancy. Main characteristic 1: Poor growth of the body, while the baby is born or in the womb and problems in thinking, speech, language. Main Characteristic 2: Small head and eyes and small upper jaw. Physical support: 1. Children with foetal alcohol syndrome shold be given assistance in daily living activities. 2. Such children should take to doctors for medical supervision on regular basis. Social support need: 1. Such people should be provided behaviour management training and support activities. Cognitive support needs: 1. Give them aids to learn more. 2.Help them in communication

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160 Disabilities Topics for Research Papers & Essays

Looking for interesting disability topics for a research paper or project? This field is hot, controversial, and definitely worth studying!

🏆 Best Disability Topics for Research Papers

👍 disability essay topics, 📑 research questions about disabilities, 🎓 good research topics about disabilities.

The disability study field includes the issues of physical, mental, and learning disabilities, as well as the problem of discrimination. In this article, we’ve gathered great disability essay topics & research questions, as well as disability topics to talk about. We hope that our collection will inspire you.

• Case Study of a Child with Intellectual Disability It is crucial to integrate the input of a learning coach into the school curriculum to encourage the participation of Meagan’s parents in his educational endeavors.
• Government Grants for People With Disabilities The paper will be based on the conditions of disabled people and the federal or state grants that they could receive in order to facilitate changes in their health and work.
• Sociocultural Barriers for People With Disabilities On the other hand, stigmatization, stereotyping and prejudice have been highlighted as the barriers to social inclusion of people with disabilities in society.
• Students With Disabilities in Higher Education Institutions Accommodations for students depend on the disability type that the student has, and whether the disability allows the student to get an accommodation in the institution.
• Women, Development and Disabilities The mission of the organization is to enhance the voice of women in society and influence other organizations that advocate for women rights.
• Managing Students With Disabilities Instructional issues that are encountered in education are those arising due to the inability of the students to acquire, maintain, and relate the skills that are learned in class to other settings within and outside […]
• The Problems of Children With Disabilities and Possible Ways of Solution It is very important for disabled people to be on the same level with others in the conditions that compensate the deviations in the development and constraints of the abilities in learning.
• Children With Learning Disabilities The following research questions will be used in achieving the objectives: What is the role of learning disabilities in affecting the ability of the students to learn?
• Autism and Educational Process Owing to these adverse effects that can stem from autism and the shear prevalence of the condition in the country’s population, a lot of research effort has been dedicated to the early diagnosis and treatment […]
• Poems with Disabilities by Jim Ferris This is good evidence for the argument of the need to eliminate the issue of ableism. Language evolves gradually, and countering the issue of ableism is a long-term goal.
• Children With Disabilities in Education By the end of the experiment the student will demonstrate his ability to understand the information, to discuss it, and to reflect his ideas in writing.
• Learning Disabilities: Differentiating ADHD and EBD As for the most appropriate setting, it is possible to seat the child near the teacher. It is possible to provide instructions with the help of visual aids.
• The Quality of the Working Environment for Persons With Disabilities The progressive introduction of new practices more tolerant of the disabled will be carried out at every stage of the work cycle and in every segment of the corporation as a connected infrastructure.
• Lawsuits Regarding College Students With Disabilities Abuse is one of the factors considered to have discouraged physically challenged students from pursuing their academic careers.
• Mental Disabilities: Characteristics and Causes TBIs are caused by an impact of the head against a blunt object or from its penetration by a sharp object; it often results from vehicle accidents. Autism is a developmental disorder that influences the […]
• Computer-Based Technologies That Assist People With Disabilities The visually impaired To assist the visually impaired to use computers, there are Braille computer keyboards and Braille display to enable them to enter information and read it. Most of these devices are very expensive […]
• The Ohio Department of Developmental Disabilities Policy The paper outlines the proper policy and procedure of incident reporting and investigation and thus, provides how to become an agent for the Ohio Department of Developmental Disabilities and satisfy individuals receiving services.
• Living with Disabilities from an Insider’s Perspective Additionally, Armendariz was able to use a prosthetic arm to assist with her disability which she recalled as being helpful before it led to severe negativity from her peers at the time.
• Americans With Disabilities Act (ADA) There is a commission in the US that fights for the rights of people with disabilities when it comes to employment.
• Employees With Disabilities and Their Workplace Behavior In H3, the authors found that employees with disabilities remained loyal and committed to work and were satisfied with their job.
• Recreational Activities for People with Disabilities Even the number of customized recreational equipments should be increased so as to enable the people with disabilities to choose from.
• Peer Buddy Programs for Students With Disabilities In the essay, the author will provide recommendations with regard to how the peer buddy program can be successfully implemented in schools in the future. The aim is to enhance the success of the peer […]
• Classroom Design for Children With Disabilities Furthermore, children with disabilities require individual attention from the teacher just like the other children, and if the classroom is congested it would be difficult for the teacher to reach such learners.
• People With Disabilities in the Frida Movie After the accident, her father bought her a canvas that she would use for painting because she loved art and was an artist, helping her cope with her disability.
• Safety Evacuation for People with Disabilities First, before a disaster occurs, the government should be aware of the number of individuals in the scenario and keep track of them to verify the figures are correct.
• Individuals with Disabilities: Social Misconceptions One of the misconceptions I noticed is the community’s attitudes to people with disability. Community views about individuals with disabilities can also be impacted by features of the person with a disability unrelated to the […]
• Individuals With Disabilities: Prejudice and Discrimination I researched that people with persistent medical or physical disorders, such as cerebral palsy or multiple sclerosis, who have speech, articulation, or communication impairments, for example, are sometimes seen as having an intellectual deficiency. Corey […]
• Special Olympics and Profound Intellectual and Multiple Disabilities Together with partners, the Special Olympics aspires to improve the health outcomes for people with physical and mental disabilities to close the gap with the healthy population who are more advantaged in terms of access […]
• Ohio Department of Developmental Disabilities’ Staff Training Specifically, the introduction of the assessment modules for the evaluation of the staff members’ compliance with the set requirements will be enacted.
• Developmental Disabilities: Best Practice and Support Family therapy and the creation of support groups seem to be an effective method for children with disabilities and their environment.
• Bronx Developmental Disabilities Council: Organization Assessment During events, council, and committee meetings, the organization provides printed materials with information on disability and the prevention of social distancing of people with disabilities.
• Assistive Technologies for Individuals with Disabilities A rehabilitation consultant will be able to recommend this equipment to people who are acutely worried about the inability to use a computer and the Internet to ensure a comfortable life.
• Smart Farms Hiring People with Disabilities Although Smart Farms is a non-profit organization and benefits from donations, the workers play their role in income generation by working on the farms and sales.
• Americans with Disabilities Act and Nursing Practice Acts such as the Americans with Disabilities Act affect not only the political and legal environment in a country but also the rights and responsibilities of nurses.
• Life of Individuals Dealing with Disabilities The child’s image hitting the t-ball also showcased a powerful issue, that disabled individuals should be treated similarly to other people and given equal opportunities to give them the chance to perform optimally.
• Partnership for People with Disabilities’ Mission The mission of this organization is to partner with stakeholders both in the intellectual and developmental disability community and other interested groups at Virginia Commonwealth University. The organization was founded in 1985 to better people’s […]
• The Experience of Parents of Children With Disabilities Enhancing support for the mental well-being of parents of children with a disability: developing a resource based on the perspectives of parents and professionals.
• Healthcare Disparities in People With Disabilities In addition to health care disparities, such as poor access to care, including preventive one, and dependency, people with disabilities also face higher morbidity and lack of insurance.
• Employment for People With Disabilities Accommodation is also considered to be a restructuring of work and the attraction of other personnel to help in adaptation – as it should have happened with Adele.
• Laws Protecting the Rights of People With Disabilities The aim of this essay is to research the law that protects the rights of people with disabilities in the context of sporting events.
• People With Disabilities in Society I think that these people are powerful and inspiring, as they prove to the world that it is possible to live life to the fullest with a disability.
• People With Disabilities and Social Work Moreover, there is a tendency towards the rise in the number of such people because of the deterioration of the situation and the growing number of environmental concerns.
• Alternate Assessments for Students With Learning Disabilities The problem is that many school districts experience difficulties with proposing adequate formative and summative assessments for those students who require special attention.
• People with Disabilities’ Problem of Employment Although truck driving can be a stressful job, it is not evident if it is true, and thus, it is important for John to experience the job-related himself and determine whether he can handle it. […]
• Living with Disabilities in the Nondisabled World A variety of laws, initiatives, and regulations are currently implemented to ensure simpler and less costly access to information resources and the functionality of a device.
• United Arab Emirates Schools: Students With Learning Disabilities The current UAE public school environment does not allow for the provision of the necessary skills due to the lack of a proper teaching strategy.
• Workplace and People With Disabilities The purpose of the research is to make coherent and accurate observations in regards to the usefulness of the given method in improving the overall attitudes of people and organizations toward people with disabilities.
• Career Counseling for People With Disabilities To sufficiently research, the issue of career counseling for individuals with disabilities in the academic press, a list of journals that offer such information was developed.
• Genetic Modification and Implicit Bias Against People With Disabilities There is also a factor of disabilities that are life-threatening to a child, or illnesses that may be able to be fatal within the first few years of life.
• Impact of Social Darwinism on the Perception of Human Disabilities In addition, connecting behavior such as the likeliness of criminality to genetics is incorrect and damaging not only to the individual but to a community and society as a whole.
• Music Therapy for Children With Learning Disabilities This review includes the evidence supporting music therapy as an effective strategy for promoting auditory, communication, and socio-emotional progression in children with ASD.
• Healthcare Professionals: Individuals With Developmental Disabilities The presentation provide an overview of relevant health related issues in individuals with developmental disabilities and how it relates to the group of professionals assigned.
• Protection for Persons With Disabilities and Their Service Animals Additionally, it must be trained to give assistance to a person with disability. Service animals that can be selected to assist persons with disability must be either a dog or a miniature horse.
• Death Penalty: Juveniles and Mental Disabilities Consequently, the Eight Amendment should dismiss the death penalty for this category and state laws must implement recommendations of the National Alliance on Mental Illness, the American Psychological Association, and the American Bar Association that […]
• The Prevalence, Effects and Challenges of Developmental Disabilities While the increase in the number of people with developmental disabilities is attributed to the rising numbers of the aging population, disabilities may arise in childhood and affect the entire lives of people.
• Community Disability Awareness Program: Elderly Women With Disabilities A measurable outcome in the program’s success will be a decline in the rate of crime related to elderly women with disabilities.
• The Understanding of Needs of People With Learning Disabilities Despite several problems in the overall design of the strategy that can be used to improve the nursing services for PLD, Drozd and Clinch make a very valid point by stressing the significance of a […]
• Addressing the Needs of People With Learning Disabilities As a student aiming at becoming a Nurse Practitioner, I am currently focusing on the exploration of the options for managing the work of the nursing staff, as well as seeking the opportunities for improving […]
• Discrimination Against Customers With Disabilities The role of the law is to regulate such cases and to provide necessary tools for both sides to prove their point of view.
• Elderly Women with Disabilities: Problems and Needs Despite the economic crisis, the cost of medical care has also increased due to the rise in the number of lawsuits filed against the physicians of the state.
• Relationship Satisfaction and Psychological Well-Being Among Greek People With Physical Disabilities In the light of this lack of knowledge, the present study attempts to explore the degree of relationship satisfaction in connection with the way handicapped people deal with the challenges of romantic involvement, as well […]
• Communication and People With Disabilities The bathrooms were close to the food court; moreover, there were special handle bars which helped to transfer to the commode and, at this, the height of the commode was almost the same as the […]
• Music Therapy as a Related Service for Students With Disabilities From a neuroscientific perspective, how would music intervention improve classroom behaviors and academic outcomes of students with ADHD as a way to inform policy-makers of the importance of music therapy as a related service?
• Problem Behaviors in Intellectual Disabilities Community The proposed quality designed study will evaluate the behavior of people with intellectual disabilities over a certain period of time and consequently conclude the primary triggers that influence ID people to demonstrate behavioral issues, including […]
• Law for People With Disabilities in California The family, the immediate environment of a person with disabilities, is the main link in the system of his or her care, socialization, the satisfaction of needs, support, and career guidance.
• The Resilience Experiences of People With Disabilities The focus of the study was on the participants’ lived experiences, as well as their attitudes towards certain aspects, so the use of interviews as a data collection method is justified.
• Literature Circles for Students With Learning Disabilities On the other hand, the affected individuals contend that the categorization should be removed to pave the way for the integration of assistances where all needs are attended without classification regardless of the student’s physical […]
• Students With Disabilities: Research Analysis In the process of undertaking this research and practical alignment, there is a misalignment in the inclusion of students with disabilities in the GE class.
• School Counselors for Students With Disabilities When the goals are set out, and the professional sphere is chosen, the counselor becomes responsible for the student’s preparation and reception of essential job skills as well as for the communication with the post-school […]
• Adaptive Behavior Skills and Intellectual Disabilities Four assessment tools are important for identifying adaptive behavior and skills: the Adaptive Behavior Scale, the Scale of Independent Behavior, and the Vineland Adaptive Behavior Scale.
• The Specific Needs of Students With Physical Disabilities The research problem that will be the focus of the planned paper relates to the specific needs of students with physical disabilities or behavioral issues in general classrooms.
• Assistive Technology for Students with Disabilities The United Nations Convention on the Rights of people with disabilities proposes a raft of measures to be undertaken by states to promote the wellbeing of individuals with disabilities.
• Job for Individuals With Physical Disabilities For instance, when a new technology is about to be installed, it will be rational for a number of workers based on departments to be selected and taken through how to use the innovation, such […]
• Therapeutic Vests for Children With Disabilities The purpose of this review is to examine the available literature on the effectiveness of using therapeutic vests, weighted vests, and pressure vests on children with Autism spectrum disorders, Attention deficit disorder, Pervasive Development Disorder, […]
• An Audit of the Accessibility of the College of the North Atlantic-Qatar to Individuals With Physical Disabilities It should be noted that structural presentation of the paper is considered to be one of the most important elements of the paper because it allows following the logical thought of the research paper.
• Learning Disabilities and Communication Disorders The students are also being taken through research-based and special education programs and the determination of these disorders is done cooperatively between teachers and specialists like psychologists.
• Children With Disabilities: Supporting Student Behavior The comfortable atmosphere will help the children to attend the class and also provide a good way to mingle with the children with disabilities.
• Americans With Disabilities and Act Amendments Act to the ADA: The Main Issues and Comparison Moreover, the essence of the major amendments to the ADA is disclosed in the article using comparison and implications of those changes for the public use in the spheres of employment and human resources management […]
• Teaching Character Education to Students With Behavioral and Learning Disabilities The purpose of the study was to determine the effectiveness of character education programs implemented in schools on students with behavioral and learning disabilities.
• Plan of the Kickball Game That Involves the Students With the Disabilities While simulating the situation where one is in charge of the PE class, one needs to remember that disability is never inability, thus the students with the disabilities can participate in any games as well […]
• American With Disabilities Amendment Act The main intention of the Act is that civilians receiving benefits or services through the measures of local and state governments may not be differentiated on the fundamentals of the individual’s physical disabilities.
• Genetic Testing Under Americans With Disabilities Act There is nothing surprising in the fact that the genetically tested employees counted the testing as a violation of their human rights, and The Americans with Disabilities Act was adopted in 1990.
• Americans With Disabilities Act for Employers However, in practice, an employer could still legally discriminate against those with disabilities An employer is obligated to make reasonable accommodations for an employee or applicant if they are ‘otherwise qualified’ to perform the responsibilities […]
• Teaching Language to Students With Severe Disabilities The objective of this study is to find the different approaches that can be used in teaching phonics and the whole language to students with varied severe disabilities.
• Program Improvement: Developmental and Intellectual Disabilities The government has been keen to present specific resources and support systems that can support the educational and career goals of these individuals.
• Daily Living Skills Training for Individuals With Learning Disabilities Teaching individuals with physical and mental disabilities the life skills needed to compensate for their disadvantages are considered to be the key factor to ensuring a relatively safe, functional, and happy life for those individuals.
• Teaching Adaptive Behavior Skills to Children Suffering From Intellectual Disabilities in the Kingdom of Saudi Arabia This theoretical framework will contribute to the validation of the perspectives used by the teachers to construct their system of beliefs regarding the process of teaching ABS to students with ID.
• Life Stages of People with Learning Disabilities In order to proceed with the observation, it is necessary to identify the normal issues likely to be encountered by the representatives of both groups.
• Individuals With Intellectual Disabilities in the Workplace Intellectual disability puts a strain on an individual’s ability to have a social life and communicate with other human beings due to the fact that their capability of adapting is limited to a certain extent.
• Lifespan Development and Learning Disabilities in Childhood Parents in this situation would most likely select the authoritative parenting style to manage children because they are left to make their own choices under a guided framework.
• Natural Supports for Individuals With Disabilities Natural supports can be defined as personal connections and associations that improve the quality of a person’s life; these primarily include family relationships and friendships and constitute “the first line of supports, followed by informal […]
• Ican Bike for Individuals With Disabilities I think iCan Bike is a very good initiative that targets a vulnerable population with a plethora of special needs and relies on the community in order to deliver the results.
• Ableism: Bias Against People With Disabilities People concerned with rights advocacy ought to ensure a facilitated awareness of the distressing impacts of ableism through the inclusion of the subject in private and public discussions.
• Children With Disabilities and Parental Mistreatment The information in the article is helpful for parents of children with disabilities and other parents since it assists them in appreciating the significance of each parent’s education in lessening the incidence of child disability.
• School Counselor Job for People With Disabilities A school counselor that faces the risk of having a cardiovascular incident is challenged by the possible implications of the disease that could have an adverse impact on the overall practice and well being. Therefore, […]
• Americans With Disabilities in Criminal Justice Agencies Since the legislation is relatively new, the process of the change requires such guidelines given the lack of an appropriate number of the best practices for the time being.
• Rights of Parents of Students With Disabilities Trying to fix the problem, parents should understand that the only way they are to behave is the move in the direction of a correct education of their child.
• Strategies for Teaching Students With Mild Disabilities The good thing about having a child with a disability in the family is that it teaches everyone in the household to be patient. The greatest problem I have encountered in having a child with […]
• Learning Disabilities and Memory Disorders Large amounts of phenylalanine in the blood will result in complications of the neurons in the central nervous system referred to as myelinization of the cerebral hemispheres.
• Students With Mild and Moderate Disabilities Sometimes students with disabilities are not able to understand what they are to do if the instruction is not explicit and systematic. It is difficult for students with mild and moderate disabilities to generalize the […]
• Teaching Children With Multiple Disabilities The teacher should also assist such a child in maintaining a perceptual continuum than learners who are not handicapped. On the same note, the teacher should not give the amount of work similar to children […]
• Constructivism Theory for Adolescents with Disabilities The key component of the theory is people’s interaction with the environment. Therefore, Vygotsky’s theory is effective in developing the social and academic skills of an adolescent with learning and behavior disabilities.
• Veterans With Disabilities: Integration and Employment In this paper, the researcher looks at the main barriers to employment and integration back to the society that the veterans face, and the manner in which the existing policies can be amended to help […]
• Intellectual Disabilities and Higher Education The access to higher education for individuals with ID and the attitude of their parents towards their performance can be analyzed with the help of equity theory.
• Students With Intellectual Disabilities and Their Independence Some of these programs in the US include the Individuals with Disabilities Education Improvement Act, which provides grants for research, technology, and training for disabled individuals, as well as the Secondary Education Act of 2002, […]
• Independence of Students With Intellectual Disabilities In a humane and highly functional society, students with physical and intellectual disabilities should be allowed to function independently and enjoy their personal and academic life to the fullest.
• School Event Supporting Students With Disabilities Because of the vast opportunities for vulnerable groups to share their experiences and create a bond with the rest of the learners in a non-threatening environment, significant progress in encouraging disability awareness and the promotion […]
• Intellectual Disabilities and Limitations for Human Life The recognition of the lack of such skills can contribute to future opportunities for an independent life with effective interdependence and inclusion in the life of a society.
• Psychological Testing of Intellectual Disabilities Speaking of its psychometric properties, the PCL-5 is a valid and reliable self-report measure for the assessment and quantifying symptoms of PTSD.
• Young Adult Children With Intellectual Disabilities Like in the study, I would also use pilot testing of the questionnaire to ascertain its validity and reliability in measuring the intended variables. The descriptions of the concepts and terms in this study are […]
• Effective Teaching of Students with Disabilities To support the information that was posted in three blog entries, the author of this submission reviewed other literature on the subject to be able to support their point of view.
• Parenting Children With Learning Disabilities A number of parents also feel worthless since they get an impression that the respective learning disabilities portrayed in their children are due to their own genetic malformations.
• Caregivers’ Perceptions of People With Intellectual Disabilities The proposed study will present new approaches and practices that can be used to support the health needs of many patients with mental disabilities.
• People With Disabilities and Their Employment Issues The major similarity between the perceptions of older people and individuals with disabilities is based on the belief that they are slow and could slow down the other workers and the idea that the managers […]
• Students With Learning Disabilities and Assessment The education of students with learning disabilities poses great difficulty for the majority of parents and educators. It may not be self-evident that the learning problems of students are attributable to learning disabilities.
• Patients With Learning Disabilities: Quality Care Although the current study is not aimed at detecting the differences in the efficacy of the intervention based on the gender of the participants, the outcomes of the research may create prerequisites for a follow-up […]
• Talent-Oriented Therapy: Patients With Learning Disabilities Although the tool to be designed in the course of the research will have to experience a range of tests, it will serve as the impetus for the further development of the framework.
• Emotional and Behavioural Disabilities in Schools Furthermore, there is equal doubt about whether the professionals in the sphere of education give no significance to the term of emotional and behavioural disability itself.
• Grandparents Raising Grandchildren With Disabilities In the case of their absence, these grandparents worry about the well-being of their disabled grandchildren and the influence they have on other children.
• Employment Equity Act: Aboriginals and Disabilities Persons If the Employment Equity Act is applied appropriately, the Act will guarantee that people in the labour force are given the opportunity of the equivalent admission to job openings along with identical management in the […]
• People With Disabilities: Local and a Federal Law’ Regulation To be more exact, the current standards need to be shaped so that the policy in question should not affect the social perception of people with physical or mental disabilities.
• Students With Learning Disabilities: Needs and Problems According to Chloe, there are three aspects associated with this complex issue, and they are the problem of appropriate parents and professionals’ intervention, the problem of identifying resources, and the problem of government’s funding.
• Students With Disabilities: Characteristics and Strategies Disability Categories Example Strategy English Learner Students 1 Autism is the developmental disability which influences the aspects of social interaction and different types of communication. The child with this disability can demonstrate various restricted and stereotypic patterns of behavior. The student with autism cannot focus attention on the teacher’s words, demonstrates the unusual gestures and […]
• Instructional Plan in Writing for Learners With Disabilities The purpose of this essay is to provide an instructional plan for learners with disabilities in writing. Writing skills require learners to account for the task, the aim of writing and audience.
• People with Disabilities: The Systemic Ableism Whereas the absence of disability in the fashion world is based on the dominant view of what is considered beautiful, the absence of disabled in politics can be explained with the lack of access to […]
• Writing Disabilities Management in Children Learning disorder is among the defects, which interferes with the writing abilities of a person or a child. The first way to identify children with writing disabilities is through observation of their behaviour.
• Developmental Disabilities and Lifelong Learning Some of the common transitional programs for children with developmental disabilities would include things such as books, learning manuals, and software programs intended to assist the children in adjusting to the new programs or settings.
• Action Plan for Patrons With Disabilities For instance, the writer of the essay suggests that in terms of facility planning, it is vital for the library to invest in wiring its facilities with audio induction loop.
• Remediation in Students with Disabilities Since this strategy is essentially crucial to the curriculum, this proposal will portray the importance of conducting a profound research that seeks to determine the effectiveness of remediation in reading.
• Improving Reading Performance of Students With Learning Disabilities The purpose of the present research is to assess the efficiency of utilizing Reading Racetracks to improve the reading of words found on the K-2 list key phrases adopted in the school district.
• Americans With Disabilities Act With all due respect to the efforts of the U.S.government to come up with a framework, which would allow for a faster and a more efficient integration of the disabled into the society, the fact […]
• GM’s Committal to People With Disabilities The company aims to create awareness about PWDs by providing support and information to employees with disabilities and other PWDs outside the GM community.
• Supporting Students with Speech Impairment This assistive technology uses appropriate symbols and techniques to support the needs of different learners. These technologies will support the needs of many learners.
• Physical Disabilities and Assistive Technology For example, learners with visual impairments can use text-to-speech programs. Learners with physical disabilities can be gathered for with the help of assistive technology devices such as adaptive keyboard and screen reading software for learners […]
• Sensory Disabilities and Age of Onset This can happen, for instance, when learning the subject that call for lots of diagrams, figures and illustrations to be applied, which may also give a challenge to the visually impaired students.
• High Incidence Disabilities and Pedagogical Strategies for Learning Disabilities In the context of disability, it is important to mention that this model is beneficial to students with learning disabilities as it involves teaching them how to approach tasks and use knowledge to complete learning […]
• Families With Members Who Experience Disabilities Early childhood services which offer professionalized care services to parents help them meet the needs of the special children so that parents are able to balance their strengths, resources and challenges in the family.
• Support Inclusion and Effective Practices for Students With Disabilities The purpose of this article is positioning that the ambition towards support inclusion and effective practices for students with disabilities have to be the groundwork for inclusive postsecondary education.
• Peer Buddy Program: Students with Disabilities in High School This research paper seeks to establish the purpose, importance, and rationale of the study of peer buddy program on students with disabilities in high school, in both social and academic grounds.
• An Action Plan for Serving Individuals With Disabilities – Library and Information Science First is the total cost of the whole project, the architectural design of the library building and whether it can accommodate the new developments and the current issues affecting accessibility with regards to the disabled.
• Internal Campaign Planning for Inclusion of Persons With Disabilities The key mandate of the act was to protect the employment rights of persons with disabilities. Secondly, newsletters can be developed so as to raise awareness on the importance of diversity and inclusion.
• Human Rights of People With Intellectual Disabilities Since disability is not inability, human rights’ advocates argue that perception of people with disabilities as disabled is discriminative and therefore call for their recognition as a minority people with unique abilities that do not […]
• Adolescents with Learning and Behaviour Disabilities: Graduation and Employment Difficulties One of the causes of high school dropout of this group of students is the feeling of being out of place.
• The Problem of Reading of Children With Learning Disabilities The difference in phonological awareness and reading between groups of children with SSDs and a language matched comparison group Reading fluency is a key tool of assessment the reading disability among children.
• People With Disabilities The code consists of sixteen articles that define the terms associated with disability in Saudi Arabia, the role of the government in the welfare of disabled children, administration of the bodies concerned with disabled person, […]
• Culturally Responsive Teaching of Students With Disabilities Cultural Responsive teaching is a teaching technique used to identify and address cognitive, social, emotional, and cultural and language needs of students with developmental needs as a way of providing them with assistance in all […]
• People With Disabilities and Abuse of People With Disabilities and Criminal Justice In addition, there is need to train police, lawyers and other persons in the criminal justice system on how to interact with persons with disabilities.
• Terminology and Etiquette Discussion Regarding Persons With Disabilities The media refer to people with disability as to persons with special needs, which reveals the inappropriate use of terminologies to refer to them.
• People With Disabilities and the Hotel Industry According to this act, the needs of people with disabilities should be satisfied in relation to the fixed rules in order to provide the necessary conditions for these persons and follow the principle of the […]
• Post Education for Adults With Disabilities Recommendations for further research and practice that refer to the disability problems are presented at the end of the paper with the purpose of enabling the interaction of services.
• The Right Attitude Towards Disabled People First, it can be questioned whether any form of physical or mental disability can be referred to as something that deserves to be ‘celebrated’, as the promoters of political correctness want us to believe.
• Assistive Technology for Kids with Learning Disabilities An increasing number of educators are incorporating frame routines to the web platform, in which a constant touch with both students and parents is maintained.
• Inclusion for Students With Severe Disabilities Modification and accommodation are the methods used to manipulate education system to make it favourable for these students. Modification and Accommodation are the methods used to manipulate the system to make it favourable for students […]
• The Impact of a Fitness Intervention on People with Developmental and Intellectual Disabilities This is one of the issues that should be singled out. This is one of the issues that should be considered.
• Current Trends and Issues in Educating Students With Disabilities Following the existence of cases of racial and ethnic bias across the United States educational system, the government has seen the importance to intervene in improving education in the U.S.
• General Curriculum for Intellectual and Developmental Disabilities Learners The purpose of the study was to examine the extent to which learners with intellectual and developmental disabilities have access to the general education curriculum and the extent to which such access is related to […]
• US Should Ratify the UN Convention on the Rights of People with Disabilities The UN has recognized the importance of the disabled person’s rights and freedoms and has come up with the UN convention on the Rights of People with disabilities, CRPD and has urged member states to […]
• The Individuals With Disabilities Education Improvement Act However, the gradual increase in the number of individuals with learning disabilities led to the disapproval of this method. As a result of this separation and early identification school performances tend to improve and the […]
• Defining Disabilities in Modern World Defining disability has not been easy due to the various opinions related to the understanding of the concept. Disability has significant impact on the society due to the relationships that exists between the individual and […]
• Preschool Teachers’ Actions for Integrating Children With Disabilities Of special interest was whether the gravity of a child’s educational requirements and the teacher’s knowledge about the disability condition were linked to teacher’s responses towards incorporating such children in their classrooms.
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