Individuals With Intellectual Disabilities

This article contributes to answering my question because it gives actual ages of people with Intellectual Disabilities over the years. It is important to know that

According to the American Association on Intellectual and Developmental Disabilities (2017), an intellectual disability is classified as a deficit in “intellectual functioning” and “adaptive behaviors.” For a disability to be qualified as an intellectual disability it must have originated before the age of 18. Some diagnoses that fit under intellectual disability include autism, Down Syndrome, Fragile X Syndrome, and Fetal Alcohol Syndrome. “Developmental disability” is the umbrella term, encompassing many other disabilities, including those that fall under the category of intellectual disability. Developmental disabilities typically impact an individual in a physical way, such as cerebral palsy or epilepsy.

An intellectual disability, like the one had by Roland Johnson and about one percent to three percent of people, is defined as “a disability that is present at birth or occurs in the developmental period (before the age of 18) and is characterized by significant sub-average intellectual functioning, existing concurrently with related limitations in 2 or more areas of adaptive functioning” (Daul). Roland Johnson, though his life was hard, did not let his “limitations” limit him.

People with developmental disability include people who have intellectual impairment, learning disability, pervasive developmental disorder, autism, cerebral palsy, Down syndrome, and spina bifida. Common to all form of DD is an extended delay in development of one or more adaptive areas such as self-care, receptive and expressive language, mobility, self-direction, capacity for independent living, and economic sufficiency; whereas in most cases, not all areas of functioning are delayed.

However, the lack of scholarly journal articles on the IDD population is limited, so some websites that are designated as education for those with IDD and caretakers will be included. Prior knowledge from presentations taking a course on the IDD population also makes up some of this research in addition to past experiences.

Clients that are considered intellectual disability are defined as individuals whom IQ are below 70. They usually have substantial difficulties in adaptive behaviors and daily living skills such as self-care, communication and community involvement. (CDDH, 2014) Ian has an IQ 55 which means depending on educational opportunities he may learn to read and write. Ian was the ability to develop and maintain vital relationships along with participating in diverse activities while contributing to his family and communities. He has proven to be moderately self-sufficient. He is employed part-time with own apartment. Although he has proven that he able to sustain himself, he has also stated to Samantha that he has been having problem remembering things lately and has

In the United States alone, one out of seven people has a disability. When we think of a disability, one automatically assumes it’s a physical disability like cerebral palsy, cystic fibrosis, muscular dystrophy, epilepsy, and traumatic brain injuries from severe accidents like car accidents. However, there more disabilities than just physical disabilities such as intellectual and emotional. Intellectual disabilities range from difficulty recognizing letters and words which will lead to harder time reading and writing, number difficulty, to emotional disabilities

With this disorder they are incapable of making decisions and problem solving. People with IDD are not able to communicate, connect, and take care of themselves.

Standardized tests for intelligence and adaptive behavior are the appropriate diagnostic criterion. Individuals with ID show mild to profound mental inadequacies. Intelligent Quotient (IQ) score of 70 or below is the benchmark for ID. Deficient adaptive function presents through irregular conceptual, social, and practical skills. Diagnostic Adaptive Behavior Scale (DABS) is the standard evaluation tool to appraise adaptive function. The age of onset, intellectual functionality, and global developmental progress are considered during prognosis. Environmental factors, such as linguistic diversity and cultural differences are noteworthy influences. Educators can use this information to create effective strategies for individualized support

Intellectual Disability, better known as (ID) is a disorder. Most people who have (ID), if not found out about in childhood, may get misdiagnosed. There are different components that determine a person’s diagnosis of Intellectual Disability. Genetic factors (A person 's genetic makeup); Prenatal issues and illnesses (before birth); Childhood illnesses and issues as well as Environmental factors all play a part in the determinant of Intellectual Disability(WebMD,2016). Because Intellectual Disability is a neurodevelopmental disorder, it affects a person’s intellectual and adaptive functioning.

There are many children in the United States who were born with an intellectual disability. A child with an intellectual disability means he or she develops and learns more slowly than children without. There can be various types of intellectual disabilities in children, such as Autism, Down-Syndrome, ADHD and etc. These children receive special support from caregivers to help live an everyday life. Studies show that rates of abuse are higher in children with intellectual disabilities. Children with an intellectual disability are at a higher risk for child abuse than children without.

Research has shown the short-term benefits of relaxation therapy with people who have intellectual disabilities, more specifically, behavioral relaxation treatments (BRT) produce a calming effect in individuals with ID (Lindsay & Morrison, 1996). In 2009 Brown and Hooper

Children with intellectual disabilities have a hard time with memory, they learn at a slower rate than others, they have problems focusing, they expect failure no matter how hard they work, and they have trouble maintain knowledge and skills that they have learned. These children have a hard time with communication, taking care of themselves and sometimes have problems with social

According to the Americans With Disabilities Act, an individual with a disability is a person who has a physical or mental impairment that significantly limits one or more major life activities, a person who has a history or record of such an impairment, or a person who is perceived by others as having such an impairment (Anon. 1999). When evaluating disability there are numerous perspectives on it; medical, social, and person centered perspective. Each perspective has its individual ways of addressing the concept of disability.

Persons with disabilities come in all shapes and sizes and none of them look the same. Disabilities range from Psychical, Mobile, Cognitive, Psychological, Learning, and invisible, to Spinal cord, Brain, Hearing, and Vision. Physical and Mobility disabilities are those of Limbs, Co-ordination, and Dexterity. Cognitive and Learning are often grouped together along with Psychological and some disabilities within this group are Dyslexia, ADHD, Schizophrenia, and Mood disorders. Brain and Spinal cord injuries are SCI’s, ABI’s,