Intellectual Disability
By Jeremiah Buenafe
Intellectual disability is a term used when a person has difficulty understanding, concentrating, learning and remembering new things in their everyday life. Intellectual disability is not an illness, but it does require people to have some support for daily living.
Children with intellectual disability can have a hard time taking care of themselves and letting others know their wants and needs. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school.
Intellectual disability involves problems with general mental abilities that affect intellectual functions (such as learning, problem solving, judgement and adaptive functioning (activities of daily life such as communication and independent living). This intellectual and adaptive deficit begins early in the developmental period.
Intellectual disability affects about 1% of the population, of those, about 85% have mild intellectual disability and it is more common in males.
An intellectual disability almost always becomes evident during the developmental years. Despite certain limitations, people with an intellectual disability often have other strengths and capabilities.
People with an intellectual disability are all very different individuals. Some have additional health problems or disabilities that can make their lives harder. There are different types of intellectual disabilities classified as mild, moderate, severe or profound. In all cases an intellectual disability is lifelong. The categories are not rigid and there are no clear dividing lines between the different groups.
The words we use to describe intellectual disability have changed over time, and will continue to change, as a result of listening to people with personal experience and as a result of changing values and attitudes in society.
It is more useful to address how much support a person with an intellectual disability might need instead of classifying which group they belong to. However, an agreed definition can be useful for funding and support, how to diagnose it and how to plan support for people to live satisfying lives in the community.
There are many different causes of intellectual disability. It can be associated with a genetic syndrome, such as Down Syndrome or Fragile X Syndrome. It may develop following an illness such as meningitis, whooping cough or measles; it may result from head trauma during childhood or may result from exposure to toxins such as lead or mercury.
Other factors that may contribute to intellectual disability include brain malformation, maternal disease, and environmental influences (alcohol, drugs, or other toxins). A variety of labour and delivery related events, infection during pregnancy and problems at birth like not getting enough oxygen, can also contribute.
Intellectual disability is identified by problems in both intellectual and adaptive functions. Intellectual functioning is measured with individually administered and psychometrically valid, comprehensive, culturally appropriate, psychometrically sound tests of intelligence.
Three areas of adaptive functioning are conceptual – language, reading, writing, math, reasoning, knowledge, memory; social – empathy, social judgement, communication skills, the ability to follow rules and the ability to make and keep friendships; practical – independence in areas such as personal care, job responsibilities, managing money, recreation, and organizing school and work tasks.
Adaptive functioning is assessed through standardized measures with the individual, and interviews with others, such as family members, teachers, and caregivers.
Intellectual disability is identified as mild (most people with intellectual disability are in this category), moderate or severe. The symptoms of intellectual disability begin during childhood. Delays in language or motor skills may be seen by age two. However, mild levels of intellectual disability may not be identified until school age when a child has difficulty with academics.
In New Zealand, the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003 (IDCCR Act) defines an intellectual disability as a permanent impairment that results in an IQ of 70 or less; results in significant deficits in adaptive functioning in areas such as communication, self-care, home living, and social skills; and becomes apparent before a person reaches the age of 18.
Identifying and diagnosing co-occurring conditions can be challenging, for example recognizing depression in an individual with limited verbal ability. Family caregivers are very important in identifying subtle changes. An accurate diagnosis and treatment are important for a healthy and fulfilling life for any individual.
Autism spectrum disorder, attention-deficit hyperactivity disorder, impulse control disorder, depression, anxiety disorders. Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it may still be hard to tell how young children will be affected later in life.
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, have trouble understanding social rules, have trouble seeing the results of their actions, have trouble solving problems.
Intellectual disability is a life-long condition. However, early, and ongoing intervention may improve functioning and enable the person to thrive throughout their lifetime.
Underlying medical or genetic conditions and co-occurring conditions frequently add to the complex lives of people with intellectual disability. Once a diagnosis is made, help for individuals with intellectual disability is focused on looking at the individual’s strengths and needs, and the supports he or she needs to function at home, in school/work and in the community.
Services for people with intellectual disabilities and their families can provide support to allow full inclusion in the community. Many different types of supports and services can help, such as early intervention (infants and toddlers), special education, family support (for example, respite care support groups for families), transition services from childhood o adulthood, vocational programs, day programs for adults, housing and residential options, case management.
Back to Blog
