Intellectual

Disability (ID)
In this lesson, we will learn about Intellectual
Disability (ID).
Intellectual disability is a term used when there are limits to a
person's ability to learn at an expected level and function in daily
life.

WHAT IS INTELLECTUAL DISABILITY?

As cited in Hallahan, Kauffman and Pullen (2014), the
American Association on Intellectual and Developmental
Disabilities (AAIDD) formerly known as American Association
on Mental Retardation (AAMR) defines ID as “a disability
characterized by significant limitations both in intellectual
functioning and in adaptive behavior as expressed in
conceptual, social, and practical adaptive skills. This
disability originates before age 18 (p. 130).”
De Vera, Mambil and Semorlan (2016) identified the following
categories of adaptive skills:

Conceptual skills include reading, writing, counting, time,

money and communication.

Social or interpersonal skills include following social customs

and obeying laws.

Practical life skills include self-care, home living and use of

community resources, self-direction, functional academic skills,
leisure, health and safety.
ID Caused by Chromosomal Disorder
Hallahan, Kauffman and Pullen (2014) named the following IDs
which are caused by chromosomal disorder in the prenatal
development:
Down syndrome in 1959 was introduced by Dr. John Langdon Down
(De Vera, Mambil & Semorlan, 2016). Also known as Mongoloid, it is a
common form of ID. It is also called trisomy 21 because the 21st set of
chromosomes is triple according to Hallahan, Kauffman and Pullen
(2014). They described those with Down syndrome to have epicanthal
folds that make the eyes slant upward at the outer corners. Taylor,
Richards & Brady (as cited in Hallahan, Kauffman & Pullen, 2014, )
included other physical features such as “small stature, decreased muscle
tone, hyperflexibility of the joints, a small oral cavity that can result in a
protruding tongue, short and broad hands with a single palmar crease,
heart defects, and susceptibility to upper respiratory infections (p. 134).”
An inherited cause of IDs, Fragile X syndrome is associated with a
weak X chromosome in the 23rd pair (Gargiulo as cited in De Vera,
Mambil & Semorlan, 2016). Hallahan, Kauffman and Pullen (2014)
observed that the bottom of the X chromosome is pinched off.
According to them, the physical features of those with this syndrome
include “a large head; large, flat ears; a long, narrow face; a prominent
forehead; a broad nose; a prominent, square chin; large testicles; and
large hands with non-tapering fingers (p. 135).”

Prader-Willi syndrome, recognized by Prader, Labhart and Willi in

1956, is caused by small deletion in chromosome 15 according to De
Vera, Mambil and Semorlan (2016). Pierangelo (as cited in De Vera,
Mambil & Semorlan, 2016, p. 24) explained that physical growth,
appetite and emotional stability of people with this syndrome are caused
by dysfunction of their hypothalamus.

Williams syndrome is caused by the absence of chromosome 7

resulting to physical and developmental problems including ID (De
Vera, Mambil & Semorlan, 2016). Hallahan, Kauffman and Pullen
(2014) noticed that people who have this syndrome have typically heart
problems, sensitivity to sounds, and elfin facial features.
 What can be the Red Flags?
The following are the dimension and its associated attributes and features

Attention

Inability to attend to critical or relevant features of a task

Diminished attention span

Difficulty ignoring distracting stimuli

Memory

Deficits in memory correlated with severity of intellectual
disability

Limitations in ability to selectively process and store
information

Inefficient rehearsal strategies

Difficulty with short-term memory – recalling directions
in sequence presented seconds earlier

Motivation

History of and a generalized expectancy for failure –
learned helplessness – efforts is unrewarded; failure is
inevitable

Exhibit external locus of control – belief that outcomes of
behavior are the result of circumstances (fate, chance)
beyond personal control rather than own efforts

Evidence outer-directedness, a loss of confidence and a
distrust of own abilities, reliance on others for cues and
guidance

Generalization


Difficulty applying knowledge or skill to new tasks,
situations, or settings

Problem in using previous experience in novel
situations

Language Development

Follow same sequence of language acquisition as typical
individuals, albeit at a slower pace

Speech disorders (articulation errors, stuttering)

Limited vocabulary

Impaired grammatical structure and sentence complexity

Academic Development

Generally exhibit difficulties in all academic areas with
reading being the weakest

Problem-solving difficulties in arithmetic

Social Development

Typically lacking in social competence

Poor interpersonal skills

Frequently exhibit socially inappropriate or immature
behavior – difficulty establishing and maintain friendships

Diminished self-esteem coupled with low self-concept

Assessment Process and Tools for Learners

Intelligence and adaptive behavior need to be assessed to
determine whether a person has ID. One of the many and
commonly used IQ or intelligence tests for children is
the Wechsler Intelligence Scale for Children-IV (Wechsler as
cited in Hallahan, Kauffman & Pullen, 2014, p. 138) which is
composed of verbal comprehension, perceptual reasoning,
working memory, and processing speed. On the other hand, to
measure adaptive behavior, it is usually a parent or teacher close
to the person who answer questions related to his/her adaptive
skills.

An example of standardized assessments of adaptive behavior

such as communication, daily living skills, socialization, motor
skills, and maladaptive behavior is the Vineland Adaptive
Behavior Scale—Second Edition (Vineland-II) (Sparrow,
Chicchetti & Balla as cited in Hallahan, Kauffman & Pullen,
2014, p. 144).
The American Psychological Association (as cited in Hallahan,
Kauffman & Pullen, 2014, p. 132) classified ID into four:

· Mild Mental Retardation - IQ level 50 to 70

· Moderate Mental Retardation - IQ level 35 to 50
· Severe Mental Retardation - IQ level 20 to 35
· Profound Mental Retardation - IQ level below 20

Instructional Accommodation for Learners with ID

Curriculum must be individualized, functional, and
comprehensive for learners with special needs. Gargiulo and
Bouck (2016) describe a functional curriculum as one that
“instructs pupils in the life skills they require for successful
daily living and prepares them for those situations and
environments they will encounter upon leaving school (p. 475).”
Aside from their recommendation on curriculum content to
focus on personal hygiene, independent living skills, community
resources, and others that enhance the independence and
successful adjustment of learners, they also suggest community-
based instruction which means that instruction should take
place in natural settings and use actual items.
The following instructional methodologies are proposed by
Gargiulo and Bouck (2016):

Linked with a functional curriculum is the task

analysis wherein a complex behavior or task is broken down
and sequenced into its component parts. The following steps for
conducting a task analysis are provided by Alberto and
Troutman (as cited in Gargiulo & Bouck, 2016, p. 483):

Define the target behavior or task.

Identify the prerequisite skills for learning the task.

Identify needed materials to perform the task.

Observe a competent person performing the task, and list
the steps necessary for successful task completion in
sequential order.

Another instructional intervention is cooperative

learning wherein educators encourage pupils with different
strengths and abilities to work together to achieve a common
goal. The role of the teacher is to structure the task that enables
each pupil to utilize to his or her ability for the completion of the
activity.

An instructional method which can guide pupils to become

independent is scaffolding which “begins with what the pupil
already knows and attempts to connect new information with
previously learned material (p. 486)”. In scaffolding, logical
sequence in the presentation of new information and the
opportunity to apply what is learned are very important.
In teaching students with ID, Westwood (as cited in De Vera,
Mambil and Semorlan, 2016, p. 37) gave the following
principles to observe:

Provide plenty of cues and prompts to enable the learner to
manage each step in a task.

Make use of cooperative group work and teach children the
necessary group-working skills.

Frequently assess the learning that has taken place against
the child’s objectives in the curriculum.

Use additional helpers to assist with the teaching.

Involve parents in the educational program.

Do not expect too little from students.

ENHANCE
 RESEARCH AND CREATE
Choose a syndrome under Intellectual Disability. Research on its
learner’s strengths and weakness.
Create a poster showcasing what you have researched on. This
output should remind its viewers that learners with ID have
strengths that they may use to attain success. An example is
posted below for your reference.