Lesson 3: Intellectual Disability

Section/Lesson Objectives

            The student will ...

   • Understand and describe the general symptoms of the clinical disorders discussed in the course
   • Discuss the possible causes of clinical disorders
   • Understand and describe the general symptoms of the cognitive disorders discussed in the course
   • Discuss the possible causes of cognitive disorders
• Understand and describe the general symptoms of mental retardation [This lesson]
• Discuss the possible causes of mental retardation [This lesson]
   • Understand and describe the general symptoms of the personality disorders discussed in the course
   • Discuss the possible causes of personality disorders

Introduction

In the lesson content you will come across some terms in maroon color that are bolded. Look them up in the course Glossary.

Intellectual Disability

Diagnostic criteria for intellectual disability emphasize the need for an assessment of both cognitive capacity (IQ) and adaptive functioning. Severity is determined by adaptive functioning rather than IQ score. The term mental retardation was used in DSM-IV, however, intellectual disability is the term that has come into common use over the past two decades among medical, educational,other professionals, the lay public and advocacy groups. Although intellectual disability is classified as an Axis II disorder in the DSM, it is not considered a mental illness. The classification of intellectual disability is simply a system of distinguishing groups of people who need social support and special educational services to perform tasks of everyday living. There are four levels of intellectual disability, based on functional intelligence (IQ).

1. Profound intellectual disability - a mental age between 0 and 3.75 years.
2. Severe intellectual disability- a mental age between 3.75 and 6.0 years
3. Moderate intellectual disability - a mental age between 6.0 and 8.5 years
4. Mild Mental intellectual disability - a mental age between 8.5 and 11.0 years Lesson
   

Range of Intelligence

Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is 100. People scoring below 70 to 75 are thought to have intellectual disability.

What is Intellectual Disability?

Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of himself or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with intellectual disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn.

Please read the document below...

Fact Sheet:  Intellectual Disability

What Causes Intellectual Disability?

Doctors have found many causes of intellectual disability. The most common are:

How is Intellectual Disability Diagnosed?

Intellectual disability is diagnosed by looking at two main things. These are the ability of a person’s brain to learn, think, solve problems, and make sense of the world (called IQ or intellectual functioning); and whether the person has the skills he or she needs to live independently (called adaptive behaviour, or adaptive functioning).

Intellectual functioning, or IQ, is usually measured by a test called an IQ test. The average score is 100. People scoring below 70 to 75 are thought to have intellectual disability. To measure adaptive behaviour, professionals look at what a child can do in comparison to other children of his or her age. Certain skills are important to adaptive behaviour. These are: daily living skills, such as getting dressed, going to the bathroom, and feeding one’s self; communication skills, such as understanding what is said and being able to answer; social skills with peers, family members, adults, and others. To diagnose intellectual disability, professionals look at the person’s mental abilities (IQ) and his or her adaptive skills.

Providing services to help individuals with intellectual disability has led to a new understanding of how we define intellectual disability. After the initial diagnosis of intellectual disability is made, we look at a person’s strengths and weaknesses. We also look at how much support or help the person needs to get along at home, in school, and in the community. This approach gives a realistic picture of each individual. It also recognizes that the “picture” can change. As the person grows and learns, his or her ability to get along in the world grows as well.

What are the Signs of Intellectual Disability?

There are many signs of intellectual disability. For example, children with 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.

About 87% of people with intellectual disability will only be a little slower than average in learning new information and skills. When they are children, their limitations may not be obvious. They may not even be diagnosed as having intellectual disability until they get to school. As they become adults, many people with mild intellectual disability can live independently. Other people may not even consider them as having intellectual disability.

The remaining 13% of people with intellectual disability score below 50 on IQ tests. These people will have more difficulty in school, at home, and in the community. A person with a more severe disability will need more intensive support his or her entire life. Every child with intellectual disability is able to learn, develop, and grow. With help, all children with intellectual disability can live a satisfying life.

Matthew's Story

Matt is 15 years old. Because Matt has intellectual disability, he has been receiving special education services since elementary school. These services have helped him tremendously, because they are designed to fit his special learning needs. Last year he started high school. He, his family, and the school took a good hard look at what he wants to do when secondary school is over. Does he want more education? A job? Does he have the skills he needs to live on his own?

Answering these questions has helped Matt and the school plan for the future. He’s always been interested in the outdoors, in plants, and especially in trees. He knows all the tree names and can recognize them by their leaves and bark. So this year he’s learning about jobs like forestry, landscaping, and grounds maintenance. Next year he hopes to get a part-time job. He’s learning to use public transportation, so he’ll be able to get to and from the job. Having a intellectual disability makes learning new things harder for Matt. He needs things to be very concrete. But he’s determined. He wants to work outside, maybe in the park service or in a greenhouse, and he’s getting ready!

A Shameful Past

Developmentally delayed, mentally handicapped, intellectually impaired - no matter what people called individuals with an intellectual disability in the early 1900s, the Government of Alberta did not want them to have children. Many reasons were given to justify the sterilization of people with an intellectual disability (mental retardation), but all discounted the rights of individuals to govern their own bodies. Please review chart 7.1 detailing Alberta’s history as it pertains to the sterilization of developmentally delayed persons.

Chart 7.1: Alberta's Sterilization History

In the past, the main reason for sterilization was to “improve” the human race (eugenics). Now the arguments for sterilization include protecting women from extreme menstrual pain, having unwanted pregnancies and distress. Women with intellectual disability are 10 times more likely to be sexually assaulted. If they do have children, the children are often removed and placed in foster care. Some reasons for sterilization might be valid. Problems arise, however, if individuals are unable to give informed consent (their disability may be too severe), and guardians cannot give consent on their behalf. In these cases individuals may continue to suffer. In short, the issues surrounding sterilization are very complex, and the debate continues.

Lesson Review