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Intellectual Disabilities Definition
Intellectual Disabilities Definition
Intellectual disabilities are characterized as involving significant limitations both in terms of intellectual ability and overall life coping behaviors. The onset is always before the age of 18. Intellectual functioning (intelligence) refers to the general mental capacity for learning, reasoning, problem solving, etc. One way to measure intelligence is through IQ testing. IQs below 80 indicate a limited intellectual ability. The lower the IQ, the more profound the impact will be.
Intellectual disabilities are characterized as involving significant limitations both in terms of intellectual ability and overall life coping behaviors. The onset is always before the age of 18. Intellectual functioning (intelligence) refers to the general mental capacity for learning, reasoning, problem solving, etc. One way to measure intelligence is through IQ testing. IQs below 80 indicate a limited intellectual ability. The lower the IQ, the more profound the impact will be.
Intellectual disabilities affect a person's adaptive behavior. Adaptive behavior includes conceptual skills, social skills and practical skills. Therefore, a person with intellectual disabilities may have more difficulty with language, literacy, money and time management, interpersonal skills, self-esteem, problem solving, activities of daily living, transportation, schedules, etc. This is one of several developmental disabilities. "Developmental disability" is the umbrella term that includes intellectual disabilities. Developmental disabilities are severe chronic disabilities that affect cognitive ability and sometimes have physical manifestations.
Intellectual disabilities affect a person's adaptive behavior. Adaptive behavior includes conceptual skills, social skills and practical skills. Therefore, a person with intellectual disabilities may have more difficulty with language, literacy, money and time management, interpersonal skills, self-esteem, problem solving, activities of daily living, transportation, schedules, etc. This is one of several developmental disabilities. "Developmental disability" is the umbrella term that includes intellectual disabilities. Developmental disabilities are severe chronic disabilities that affect cognitive ability and sometimes have physical manifestations.
Mental retardation is the term used by some programs and regulations, although it is no longer the acceptable term. Intellectual disability is the preferred term. The reason why mental retardation is still seen is because it takes time for terms used in legislation or even in program names to change. Using acceptable language will aid the student in feeling valued and respected.
Mental retardation is the term used by some programs and regulations, although it is no longer the acceptable term. Intellectual disability is the preferred term. The reason why mental retardation is still seen is because it takes time for terms used in legislation or even in program names to change. Using acceptable language will aid the student in feeling valued and respected.
Parents and students alike are eager to have a feeling of belonging. Their K-12 education has mostly been specialized and self-contained. Students (and their parents), who enter college are proud and excited about the experience. Many are not as interested in the attainment of a credential, but appreciate the experience of normalcy that can come with college enrollment at an open-door institution like Harper. Although success might not be possible, the growth given by the experience is often more gratifying to them. Programs for students with intellectual disabilities in higher education often have this as one of their core goals.
Parents and students alike are eager to have a feeling of belonging. Their K-12 education has mostly been specialized and self-contained. Students (and their parents), who enter college are proud and excited about the experience. Many are not as interested in the attainment of a credential, but appreciate the experience of normalcy that can come with college enrollment at an open-door institution like Harper. Although success might not be possible, the growth given by the experience is often more gratifying to them. Programs for students with intellectual disabilities in higher education often have this as one of their core goals.
There are general teaching tips that would make the learning environment less frustrating for a student with an intellectual disability. When possible, faculty should consider integrating as many of the strategies as possible as they teach content.
There are general teaching tips that would make the learning environment less frustrating for a student with an intellectual disability. When possible, faculty should consider integrating as many of the strategies as possible as they teach content.
What Can Faculty Do?
What Can Faculty Do?
- Provide the Disability Services approved accommodations. If there are any questions, refer to Disability Services for clarification Give instructions or directions in different formats and as frequently as possible.
- Encourage students to ask question if further clarification is needed.
- Be explicit about what is expected during class and for completion of assignments.
- Gather feedback about the learning style that each of the students prefer. Try to have variation in the teaching styles used, so you can reach students with diverse learning styles and strengths.
- Include and support students when working in groups. The faculty might have to assist the student with an intellectual disability to be part of a group since they are often excluded by their peers.
- Serve as a role model on how to respond and interact with the student with an intellectual disability. Model tolerance and acceptance.
- Carefully consider and monitor seating arrangements in classrooms.
- Provide opportunities for students to assume responsibilities, such as distributing handouts.
- Give frequent, concrete feedback while valuing and acknowledging each student's efforts.
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