Foundations of Education

Topic: Psychology and Education of Children with Special Needs

Sub topic: Intellectual Impairment
Prepared by: Jacque Lou D. Villahermosa

Intellectual Impairment/Disability
 A term used when a person has certain limitations in cognitive functioning and skills, including
communication, social and self-care skills
 According to the American Association of Intellectual and Developmental Disabilities, an individual
has intellectual disability if he/she meets three criteria:
1. IQ is below 70-75
2. There are significant limitations in two or more adaptive areas (skills that are needed to live,work,
and play in the community, such communication or self-care)
3. The condition manifests itself before the age of 18

What are the most common causes?

 Genetic Condition
 Complications during pregnancy
 Problems during birth
 Diseases or toxic exposure

What are the Signs of Intellectual Disability?

Children with an intellectual disability may:
• sit up, crawl, or walk later than other children;
• learn to talk later, or have trouble speaking,
• find it hard to remember things,
• not understand how to pay for things,
• have trouble understanding social rules,
• have trouble seeing the consequences of their actions,
• have trouble solving problems, and/or
• have trouble thinking logically.
Modification for Students with Intellectual Disabilities
 Quiet Work Space
Using this space only for studying also will help the child get into a routine of studying and also understand
that when he is sitting there, he is supposed to concentrate on the activity or task, and not play.
 Functional Activities
Teach practical things that will be useful, such as how to boil an egg or how to find their way to their
friend’s house.
 Repetition of Concepts Over the Day
Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to
practice it many times in order to learn and remember it.
 Teacher-Student Ratio
These children require additional support and guidance as they work on their activities. Ideally, there should
be at least 1 teacher for every 3 children with intellectual disabilities.

 Hands-on Learning
Using all the senses to learn also helps them learn and retain information better.
  Repetition of Concepts Over the Day
Children with intellectual disabilities need to learn a concept in different ways and have the opportunity to
practice it many times in order to learn and remember it.
 Teacher-Student Ratio
These children require additional support and guidance as they work on their activities. Ideally, there should
be at least 1 teacher for every 3 children with intellectual disabilities.
 Hands-on Learning
Using all the senses to learn also helps them learn and retain information better.
 Safety Measures
Sharp scissors, knives, etc. must be kept out of reach. Harmful liquids like cleaning liquids must also be kept
away. Medicines must be kept out of reach.
 Schedule
The schedule must have short activity times and must alternate between physical and sitting down activities.
The schedule must also try and incorporate some aspects of self-care so that children start becoming more
independent in putting on or taking off shoes, going to the toilet, or feeding themselves.

Tips for Teachers

• Learn as much as you can about intellectual disability. 
• Recognize that you can make an enormous difference in this student’s life.
• Be as concrete as possible. 
• Break longer, new tasks into small steps. 
• Give the student immediate feedback.
• Teach the student life skills 
• Work together with the student’s parents and other school personnel