Embedded Files
Characteristics
Characteristics
Intellectual disabilities are characterized by intellectual impairment resulting in daily functioning delays in conceptual, social, or practical areas.
may demonstrate varying levels of ability in any area of cognitive functioning but lag behind typical peers in the acquisition of skills related to cognitive ability in at least one area.
difficulty in skill acquisition, memory recall and retention, and generalization of learning.
A broad category that includes a variety of different skill levels, severities, and support requirements, an intellectual disability can involve problems with an individual functioning intellectually (problem-solving, ability to communicate effectively, capacity to learn), and/or adaptively (challenges with hygiene, routines, day-to-day social skills).
Identified causes of intellectual impairments include genetic conditions, issues during pregnancy and birth, and poverty and cultural factors.
Down syndrome is the most common genetic cause of intellectual disabilities and genrally causes difficulty in cognitive and adaptive functioning. It is caused by a genetic mutation which results in an extra third chromosome 21, called trisomy 21. Individuals with Down Syndrome generally have a brain smaller than average and it is shaped differently. Physical characteristics include eyes with an upward slant, facial features that are flat in profile but full around, a shorter neck, uniquely shaped ears, Brushfield spots (white spots on the iris), and a crossways crease on the hand.
Fragile X syndrome is the most common genetically inherited cause of intellectual disabilities in males. Physical characteristics include an elongated face with larger-than-typical ears. Individuals with Fragile X Syndrome have varying levels of cognitive defecits and sometimes demonstrate behavioral traits like those of autism.
Use of alcohol during a pregnancy can result in fetal alcohol syndrome (FAS). Individuals with FAS share common facial features, such as small eyes and a thin upper lip with a smooth philtrum (no groove between the nose and lip). Individuals with FAS have varying levels of developmental delays, behaviroal problems and intellectual impairments. Intellectual impairments in indivudals may also occur as a result of smoking and other drug use, or exposure to environmental toxins (ex. lead) during pregnancy.
Birth problems due to lack of oxygen in prolonged or difficult births can increase the chance of a child having an intellectual disability
Diseases such as measles or whooping cough and health concerns such as malnutrition, poisoning, or lack of medical care can result in intellectual disabilities due to ill health.
Other intellectual disabilities can be caused by environmental and accidental factors.
Online Sources:
Online Resources for Adults with Intellectual Disabilities | The Baddour Center
List of websites with various resources
National Down Syndrome Congress (ndsccenter.org)
Effective Teaching Methods for People With Intellectual Disabilities (mentalhelp.net)
Eligibility and Identification
Eligibility and Identification
A cognitive assessment with a score of 70 or below.
A student may have an expressive or receptive language delay and difficulty communicating ideas or responding to the verbal communication of others.
A delay in daily living skills might include toileting, dressing, self-care, or feeding skills that are developmentally below typical peers.
May demonstrate social skills significantly below those of peers or have difficulty demonstrating independent learning behaviors.
HAR Clarifications
Intellectual disability is characterized by significant and permanent limited capacity for cognitive tasks and adaptive behavior skills, not just slower learning.
The rate of learning, patterns of learning, and understanding of abstract concepts must be assessed.
There should be a history of limited performance when compared to peers or age group.
Standardized IQ tests may be used as one measure for consideration, but it is not sufficient in isolation for the finding of an intellectual disability.
Required Evidence of the Disability
Identified subaverage general intellectual functioning.
Must be manifested during the developmental period (typically birth- 8 years old)
Intellectual functioning that is 2 or more standard deviations below the mean.
Developmental milestones, rate and patterns of learning, understanding of abstract concepts are significantly below age expectations.
Deficits in at least 2 adaptive skill areas (behaviors that involve carrying out activities of daily living and social competence)
Must be manifested during the developmental period
Adaptive behavior areas: communication, daily living, socialization, motor skills
Adversely affects educational performance
All findings should lead to the conclusion that the unique behaviors/challenges the student is experiencing is associated with the disability and are occurring frequently and at a level of intensity that adversely affects performance in the PRESENT educational setting or natural environment.
Educational Practices
Educational Practices
More intensive instruction
more direct instruction, smaller student-to-teacher ratio
Intervention across areas of functioning, including adaptive behavior, communication, and social and daily living skills, in addition to academic interventions.
Demonstrate knowledge in alternative ways, more hands-on teaching and physical learning experiences
Assistive technology tools (text-to speech or speech-to-text)
Specially designed instruction that addresses motor delays and sensory needs
Opportunities to learn with peers
Intervention across various areas of functioning such as adaptive behavior and communication
Direct instruction in adaptive skills to improve independence
As students progress towards middle and high school functional academics may be focused on more
Data Sources from HAR
Gathered through a standardized test of intelligence/ cognitive ability & Observations in their natural environment
Standardized testing, dynamic assessment, rating scales, checklists, criterion-referenced tests, curriculum-based measures.
Observations of behavior and performance in various environments
Medical, developmental, and educational history
Parent interview
Teacher reports/reviews of student work
Accommodations
Accommodations
Visual supports
Extra prompting
Peer helper or instructional aide
Manipulatives
Present little information at a time
Instructions with smaller steps
Assistive technology (text-to-speech, speech-to-text)
Documentation
Documentation
Clearly state how ALL data leads to the conclusion of significant intellectual/cognitive limitation.
Clearly state how ALL data leads to the conclusion of significant limitations in adaptive behavior (skills that affect daily life and ability to respond to life changes and environmental demands). Adaptive behavior skills must be considered in light of intellectual functioning.
Explain how the Intellectual Disability is adversely affecting the student’s performance in the educational setting or natural environment. (see * Identifying the adverse effect …”)
Document evidence of permanent limitations of capacity currently and historically.
Summarize findings with a concluding statement that connects the disability with the impact on education and the need for special education.
Describe the nature and extent of the student’s need for specially designed instruction. What does the student need in the areas of instruction, curriculum, and/or environment?
Identify the instructional strategies, accommodations, and modifications that the student needs to be involved in and progress in the general education curriculum.
Guiding Questions
Guiding Questions
Does the student have difficulty with communicating or expressing themselves?
Does the student have deficits in more than one of these areas: communication, daily living, socialization, motor skills?
How was the student's intellectual functioning from birth through 8 years old?
Does the student need assistance with daily living skills such as hygiene?
Page updated
Report abuse