INTELLECTUAL

DISABILITY
 INTELLECTUAL DISABILITY (ID)
•-ONCE CALLED MENTAL RETARDATION, IS
CHARACTERIZED BY BELOW-AVERAGE
INTELLIGENCE OR MENTAL ABILITY AND A
LACK OF SKILLS NECESSARY FOR DAY-TO-DAY
LIVING.
• PEOPLEWITH INTELLECTUAL DISABILITIES
CAN AND DO LEARN NEW SKILLS, BUT THEY
LEARN THEM MORE SLOWLY.
• -IS ALSO REFERRED TO AS DEVELOPMENTAL
DISABILITY WHICH IS A BROADER TERM THAT
INCLUDES ASD (AUTISM SPECTRUM
DISORDERS), EPILEPSY, CEREBRAL PALSY,
DEVELOPMENTAL DELAY, FETAL ALCOHOL
SYNDROME (OR FASD) AND OTHER
DISORDERS THAT OCCUR DURING THE
DEVELOPMENTAL PERIOD (BIRTH TO AGE 18).
 THE AMERICAN PSYCHIATRIC
ASSOCIATION'S (APA)
DIAGNOSTIC CRITERIA FOR
INTELLECTUAL DISABILITY
(ID, FORMERLY MENTAL
RETARDATION) ARE FOUND IN
THE DIAGNOSTIC AND
STATISTICAL MANUAL OF
MENTAL DISORDERS (DSM-5,
APA 2013).
1. DEFICITS IN INTELLECTUAL FUNCTIONING
THIS INCLUDES VARIOUS MENTAL ABILITIES:

•• REASONING;

•• PROBLEM SOLVING;

•• PLANNING;

•• ABSTRACT THINKING;

•• JUDGMENT;

•• ACADEMIC LEARNING (ABILITY TO LEARN IN SCHOOL VIA

TRADITIONAL TEACHING METHODS);

•• EXPERIENTIAL LEARNING (THE ABILITY TO LEARN THROUGH

EXPERIENCE, TRIAL AND ERROR, AND OBSERVATION).
These mental abilities
are measured by IQ
tests.
This is typically an IQ
score of 70 or below.
2.DEFICITS OR IMPAIRMENTS IN
ADAPTIVE FUNCTIONING
This includes skills
needed to live in
an independent
and responsible
manner.
•VARIOUS SKILLS ARE NEEDED FOR DAILY LIVING:

• COMMUNICATION: THIS REFERS TO THE ABILITY TO

CONVEY INFORMATION FROM ONE PERSON TO ANOTHER.
COMMUNICATION IS CONVEYED THROUGH WORDS AND
ACTIONS. IT INVOLVES THE ABILITY TO UNDERSTAND OTHERS,
AND TO EXPRESS ONE'S SELF THROUGH WORDS OR ACTIONS.

• SOCIAL SKILLS: THIS REFERS TO THE ABILITY TO

INTERACT EFFECTIVELY WITH OTHERS. THESE SKILLS INCLUDE
THE ABILITY TO UNDERSTAND AND COMPLY WITH SOCIAL
RULES, CUSTOMS, AND STANDARDS OF PUBLIC BEHAVIOR.
• PERSONAL INDEPENDENCE AT HOME OR IN COMMUNITY
SETTINGS: THIS REFERS TO THE ABILITY TO TAKE CARE OF YOURSELF.
SOME EXAMPLES ARE BATHING, DRESSING, AND FEEDING. IT ALSO
INCLUDES THE ABILITY TO SAFELY COMPLETE DAY-TO-DAY TASKS
WITHOUT GUIDANCE. SOME EXAMPLES ARE COOKING, CLEANING, AND
LAUNDRY. THERE ARE ALSO ROUTINE ACTIVITIES PERFORMED IN THE
COMMUNITY. THIS INCLUDES SHOPPING FOR GROCERIES, AND
ACCESSING PUBLIC TRANSPORTATION.

• SCHOOL OR WORK FUNCTIONING: THIS REFERS TO THE ABILITY

TO CONFORM TO THE SOCIAL STANDARDS AT WORK OR SCHOOL. IT
INCLUDES THE ABILITY TO LEARN NEW KNOWLEDGE, SKILLS, AND
ABILITIES.
 • THESE LIMITATIONS
OCCUR DURING THE
DEVELOPMENTAL PERIOD.
• ROLLING OVER, SITTING UP, CRAWLING, OR WALKING LATE
• TALKING LATE OR HAVING TROUBLE WITH TALKING
• SLOW TO MASTER THINGS LIKE POTTY TRAINING, DRESSING, AND
FEEDING HIMSELF OR HERSELF
• DIFFICULTY REMEMBERING THINGS
• INABILITY TO CONNECT ACTIONS WITH CONSEQUENCES
• BEHAVIOR PROBLEMS SUCH AS EXPLOSIVE TANTRUMS
• DIFFICULTY WITH PROBLEM-SOLVING OR LOGICAL THINKING
•IN CHILDREN WITH SEVERE OR PROFOUND INTELLECTUAL DISABILITY,
THERE MAY BE OTHER HEALTH PROBLEMS AS WELL. THESE PROBLEMS
MAY INCLUDE SEIZURES, MOOD DISORDERS (ANXIETY, AUTISM, ETC.),
MOTOR SKILLS IMPAIRMENT, VISION PROBLEMS, OR HEARING PROBLEMS .
 Levels of Intellectual Disability

Level IQ Range
Mild IQ 52–69
Moderate IQ 36–51
Severe IQ 20–35
Profound IQ 19 or below
 CAUSES AND RISK FACTORS FOR
INTELLECTUAL DISABILITY

•-ANYTIME SOMETHING OCCURS THAT

INTERFERES WITH A PERSON’S
NORMAL BRAIN DEVELOPMENT THERE
IS THE RISK FOR THE DEVELOPMENT
OF INTELLECTUAL DISABILITY.
•GENETIC: SOMETIMES IT IS POSSIBLE FOR INTELLECTUAL
DISABILITY TO BE CAUSED BY ABNORMAL GENES THAT HAVE
BEEN INHERITED OR FROM ERRORS THAT OCCUR WHEN GENES
COMBINE. SOME EXAMPLES OF THESE GENETIC CONDITIONS
INCLUDE DOWN SYNDROME AND FRAGILE X SYNDROME.

•PHYSICAL: THE PRESENCE OF SOME DISEASES AND

INFECTIONS SUCH AS WHOOPING COUGH, THE MEASLES, OR
MENINGITIS CAN LEAD TO INTELLECTUAL DISABILITY.
ADDITIONALLY, INTELLECTUAL DISABILITY CAN BE CAUSED
BY EXTREME MALNUTRITION, NOT GETTING ENOUGH
MEDICAL CARE, OR EXPOSURE TO POISONS LIKE LEAD OR
MERCURY.
• ENVIRONMENTAL
PRE-NATAL
1. MALNUTRITION,
2. PREECLAMPSIA,
3. AND INFECTIONS DURING PREGNANCY.
PERI-NATAL
4. INCLUDING EXTREME PREMATURITY AND
5. OXYGEN DEPRIVATION
6. LOW BIRTH WEIGHT
POST-NATAL
7. TRAUMATIC BRAIN INJURIES,
8. EXTREME MALNUTRITION,
9. NEAR-DROWNING,
10.LEAD POISONING
STRATEGIES

• LEARNERS WITH INTELLECTUAL DISABILITY, LIKE

OTHER LEARNERS TYPICALLY RESPOND TO A WELL
PLANNED INSTRUCTIONAL STRATEGIES.

CLOGS-RAM
C- CLARITY

• THE STUDENT MUST KNOW EXACTLY WHAT TO DO.

• EX: HAVE NO DOUBT ABOUT WHAT IS EXPECTED

• NOTE : THEY NEED INTENSIVE AMOUNT OF

PRACTICE AND REPETITION.
L- LEVEL
• THE STUDENT MUST BE ABLE TO DO THE TASK
WITH HIGH DEGREE OF ACCURACY, BUT THE TASK
MUST BE CHALLENGING.

• EXAMPLE: THE STUDENT SHOULD BE ABLE TO GET

AT LEAST 80% CORRECT, BUT NOT BE ABLE TO GET
100% CORRECT REPEATEDLY.
O- OPPORTUNITY

• THE STUDENT MUST HAVE FREQUENT

OPPORTUNITIES TO RESPOND

• EXAMPLE : BE ACTIVELY ENGAGED IN THE TASK A

HIGH PERCENTAGE OF TIME.
C- CONSEQUENCE

• THE STUDENT MUST RECEIVE A MEANINGFUL

REWARD FOR CORRECT PERFORMANCE.

• EXAMPLE : THE CONSEQUENCES OF CORRECT

PERFORMANCE MUST BE FREQUENT AND
PERCEIVED AS DESIRABLE BY THE STUDENTS.
S- SEQUENCE

• THE TASK MUST BE PRESENTED IN LOGICAL

SEQUENCE SO THAT THE STUDENT GETS THE BIG
IDEA.

• USE LOGICAL PROGRESSION

R- RELEVANCE

• THE TASK MUST BE RELEVANT TO THE STUDENT’S

LIFE AND IF POSSIBLE, THE STUDENT UNDERSTAND
HOW AND WHY IT IS USEFUL.
A- APPLICATION
• THE TEACHER HELPS THE STUDENT LEARN HOW TO
LEARN AND REMEMBER BY TEACHING MEMORY
AND LEARNING STRATEGIES AND APPLYING
KNOWLEDGE AND SKILLS TO EVERYDAY PROBLEM

• TEACH GENERALIZATION, NOT JUST ISOLATED

SKILLS.
M- MONITORING

• THE TEACHER CONTINUOUSLY MONITORS

STUDENTS PROGRESS, AND ALWAYS KNOW AND
CAN SHOW WHAT THE STUDENTS HAS MASTERED
AND STUDENT’S PLACE OR LEVEL IN A
CURRICULUM OR SEQUENCE OF TASKS.
ALSO CONSIDER THESE…
PROVIDE EXPLICIT INSTRUCTION

•“I DO” : DEMONSTRATE IT

•“WE DO” DO IT TOGETHER
•“YOU DO” CHILD BY THEMSELVES
LET THE CHILD ECHO PROCEDURES

•THIS WILL RESULT TO ERROR-LESS

LEARNING
USE SCAFFOLDING EXTENSIVELY
RESPECT THEIR RATE OF PROGRESS

REPETITION + PRACTICE
REMEMBER!

IQ SCORES DON’T DETERMINE

LEARNING OUTCOMES
• REFERENCES:
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