Intellectual Disabilities And Attention Deficit Hyperactivity Disorder

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.

Many people may say one is a retard without knowing the truth behind the actual word. Intellectual Disability, also known as Mental Retardation, is a very serious psychological disorder that few are faced with for life. Intellectual Disability is characterized by a below-average level of intelligence (a mental ability) that lacks skills necessary for daily living. An IQ is the standard way to measure the level of intelligence one may have. Roughly 95% of humans have the IQ between 70 and 130. (Meyers and DeWall, 2014). The other five percent are either absolute genius or intellectually disabled. Being intellectually disabled can be caused in many ways

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.

Though all three criteria must be met, during diagnosis emphasis is placed on the individual’s level of intellectual impairment. In order to determine this, IQ tests such as the Wechsler intelligence scale are completed and the results used to determine if an individual has a learning disability. A person is deemed to have a learning disability if on these IQ tests they score below 70.

He fears that some educators were doing this to get these students out of their classrooms and were using the definition of ID to do it. Ms. Rama the regular classroom educator spoke of her trouble with the definition. She indicated that the definition not only identifies ID, but allowed for other disabilities as well. The definition states that students with mental retardation may be deficient in the following areas: communication, physical care, home environment, social skills, self-direction, community use, health and safety, limited academic ability, leisure and work. If a student has any two of these deficiencies then they qualify as being ID (Thomas, 1996). Both educators expressed a similar problem with the classification of students with ID. The classification of students with ID is not universal, meaning that a student from another state could have mild/moderate ID and not be identified according to that states classification. This can lead to a student not getting the assistance that they need. They expressed that it would better serve students with ID if one set of classification were used in the entire United States.

Foster child, Annalisa Carrion, was replaced from the non-kinship therapeutic foster home of Carmen Arvelo and Miguel Quiles (Ms. Arvelo’s husband) on June 22nd, 2015. A report was received on June 26th, 2015 with the allegation of laceration, bruises, welts, and inadequate guardianship regarding Annalisa Carrion against Miguel Quiles.

According to the website for the American Association on Intellectual and Developmental Disabilities, IDD is defined as: intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers a range of everyday social and practical skills. Furthermore, there are three major criteria for intellectual disability: significant limitations in intellectual functions, significant limitations in adaptive behavior, and onset before the age of 18. IDD is not determined by an IQ test; however, it does help in measuring mental function. A test score below of around 70—or as high as 75—indicates a limitation in intellectual functioning. (http://aaidd.org/intellectual-disability/definition/faqs-on-intellectual-disability#.VZvvE8JRHrc).

This paper will focus on what is commonly known as Attention-deficit hyperactivity disorder (ADHD). ADHD is a complex disorder that can affect people of any age, gender or ethnicity. This disorder impacts so many people that new studies are being done quite frequently. Because of this, it can be very difficult for mental health professionals to remain current with the most recent findings and know how best to respond to patient’s questions and apprehensions regarding the disorder and subsequent interventions. This paper will attempt to summarize significant findings from recent research regarding ADHD and its treatment.

Today in the educational system, I think one of the most looked down upon inequalities are students with an attention-deficit hyperactivity disorder, also known as ADHD. Especially in high school, living with ADHD is extremely challenging because students have a harder time concentrating during class, understanding the material given to them, or even taking tests and doing homework unlike other students. It seems the school system, and even society judges students based on what level they are on. For example if a student has straight A’s in honors classes, that student would get all the praise, while a student who has average or lower grades in regular classes, that student would be ignored, get ridiculed or sometimes considered irrelevant. I myself am not officially diagnosed with ADHD, but I consider myself have a larger amount of inattention, so I have witnessed these types of inequalities in high school before. In Jonathan Kozol’s essay, The Savage Inequalities of Public Education In New York, Kozal explains how a school principal views the students reality, explaining “Sometimes a school principal...looks into the faces of the children in his school and offers a disarming statement that cuts through official ambiguity.” (261). It hurts to know that there are students who cannot focus properly in school, and no one can see it physically happen.

Hyperactive individuals often appear as if they need to move. They are in almost constant motion, and frequently make excessive noise. Attention deficit hyperactivity disorder is a prevalent in today’s classrooms. There are many co-existing communication difficulties associated with attention deficit hyperactivity disorder. In this paper I will discuss the nature of attention deficit hyperactivity disorder, its common communication characteristics, and the implications of these characteristics socially, emotionally and academically as well as communication strategies that teachers may use to ensure that students with this disorder may be included in a regular class setting.

In this new generation, we can see that a lot of children have learning disabilities. Learning disabilities include Attention Deficit Hyperactive Disorder (ADHD) and Dyslexia. Attention deficit hyperactive disorder (ADHD) is one of the most common childhood brain disorders and can continue through adolescence and adulthood. ADHD is gifted. Other than this, Attention deficit hyperactive disorder also can say is a group of behavioral symptoms that include an inattentive type, hyperactive type and impulsive type. Combined type is most common. All this behavioural symptoms is normal, but for ADHD children, these behavioural symptoms are more often than normal children. The boys will have ADHD changes are more than girls. It is usually discovered

Attention deficit hyperactivity disorder (ADHD) is a problem of not being able to focus, being overactive, not being able control behavior, or a combination of these. For these problems to be diagnosed as ADHD, they must be out of the normal range for a person 's age and development. Attention deficit hyperactivity disorder (ADHD) affects about 3-7% of school age children. Peers, teachers, and parents need to receive training with intervention strategies in order to be positive role models for children, and to help promote the children’s abilities in everyday life in

Attention-Deficit Hyperactivity Disorder (ADHD) is often seen in children of preschool age to twelve years of age. This disorder is a neurodevelopmental disorder that causes one to have excessive amounts of hyperness and difficulty focusing. This disorder not only affects the child, but also the family and educators. While mainly treated with drug therapy, new forms of treatment are forming and promise to become successful (Ghuman, 2017).

Attention Deficit Hyperactivity Disorder, commonly known as ADHD, is the most common learning disability in kids today. It is not a new disorder but it is a disorder that is more and more kids are being diagnosed with, as well as misdiagnosed with. Researchers are still trying to find the cause of ADHD and the best treatment for with kids with this learning disability. Being diagnosed with ADHD can hinder a child’s learning and even their progression in school if not caught at an early age.

Behavior disorder is defined as “Any of various forms of behavior that are considered inappropriate by members of the social group to which an individual belongs.” (The American Heritage Stedman 's Medical Dictionary, 2015) Due to its broad definition, methods of identification, diagnosis, and treatments are varied and controversial. After my son was diagnosed with Sensory Processing Disorder and Attention Deficit Hyperactivity Disorder in November of 2012, I recognized a stigma within the community surrounding behavior disorders that made it difficult to find the appropriate support for my son and my family. This paper will discuss the causes of behavior disorders, methods for proper identification, and problems that can arise in the home, school, and community of a child with a behavior disorder.