Intellectual Disability Paper

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.

The first step in any research is to accurately define the population of interest. Intellectual Disability (ID) has been called by many different terms: mental retardation, learning disability, mental handicap, and developmentally delayed. Generally, these terms are accepted as interchangeable (Schalock, Luckasson & Shogren, 2007). However, over time some of the characteristics required to receive a diagnosis of ID has changed. In the recent past, the Diagnostic Statistical Manual of Metal Disorders Text Revised (DSM IV TR) identified three criteria necessary to be diagnosed with ID. This included: impairments of intellectual functioning (IQ<70) are not necessarily excluded from the diagnosis. By deemphasized the importance of low IQ the as a defining feature of ID the diagnosis expanded its definition to include individual assessed with borderline intelligence and above (fact sheet reference).

For the social justice project, my group chose to focus on college student with a learning disability. College students with a learning disability can sometimes be overlooked or not represented in the classroom setting that Beneful for them. My initial impression of a person that has a learning disability is having trouble retaining information that can be seen as simple to others. They need a little bit more help which can be tutoring, study method or extra time on assignment. After this project, I have a new respect for people with learning disability. They must do more in order to achieve a goal that comes easily to other. They never complain, nor they do give up on a task that could be difficult to them. The most interesting aspects of what I learned about learning disability through my individual interview is a new-found respect for my best friend.

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).

Arnold, S, R. C, Riches, V. C., Stancliffe, R. J. (2011). Intelligence is as intelligence does: Can additional support needs replace diversity? Journal of Intellectual & Developmental Disability, 36 (4), 254-258.

With IQ testing and the commonly-held belief that intelligence is fixed and static, receiving those test scores can positively or negatively impact a student. Trained psychologists are required to administer and examine IQ tests, however this task is often given to undertrained teachers. With a lower score, students may stop trying in school, thus it is crucial for educators to realize the limitations of a test score (Law, 1995, p. 9). Any test or combination thereof will only provide an estimate of knowledge and not an absolute. As quoted in Ford (2004), the Office of Civil Rights (2000) stated “No single test score can be considered a definitive measure of a student’s knowledge” (p. 15). Also, many believe that IQ equals innate ability, leading to discrimination. Gregory (2004), as quoted in Ford, recognized that a test score is neutral until we assign it value (2004, p. 7). The national and global impact of identification procedures is huge. Underutilized talent is not developed properly in school, leading to less overall contribution to society and especially the economy (Warne 2013 p. 488). Consequently, the country as a whole would benefit from reformed gifted identification

While doing my research it was brought up to my attention that this is not the first case of disability discrimination. The cases I have found have shown how people with disabilities have been discriminated against in various cases. No matter the situation they are confronted they are always being denied a sign-language interpreter, which violates their Civil Rights, Title IX, Rehabilitation Act, and the American’s with Disability Act (ADA).

The thing that makes me the most angry is when anyone is rude or mean to the mentally challenged children or elderly substitutes. Just thinking about someone making fun of them or being mean to their faces makes me nauseous. Some days i would like to make fun of these people they way they make fun the the elderly substitutes or mentally challenged children and see how they like it.

Grondhuis, Sabrina N and Aman, Michael G. “Overweight and obesity in youth with developmental disabilities: a call to action.” Journal of Intellectual Disability Research. 8.9(2014):787-799. Print.

This week the reading was a review of Chapter five. I still believe it is true that it takes a village. It takes the village of the community as well as the educational village that works with students with intellectual disabilities every day.

I will have to touch on some of our citizens getting denied on receiving disability. I understand that there are rules and regulation on receiving health disability. However, there are so many citizens in today society are been denied. Needless to say, there are documents that shows that disability is needed. I have come across individuals who had triple bypass surgeries applied three time for disability and still to this day, they were denied of service. So, where the flexibility and responsiveness for is are people. Do people have to be on the death bed before they receive disability?

In psychology, learning disabilities is one of the major topics that speak to low levels of self-esteem. Goleman (1995, as cited in, Lerner & Johns, 2014) argues that we have two brains, two minds and two types of intelligence known as rational and emotional. Emotional intelligence includes such characteristics as being able to motivate one and persist in the face of frustration, to control impulse and delay gratification and to regulate one mood and keep distress from the overwhelming ability to act. Emotional intelligence can be as powerful, and at times more powerful, than Intelligence Quotient [IQ] (Lerner & Johns, 2014). Goleman (1995, as cited in, Lerner & Johns, 2014) argues that the intellect cannot work at its best without emotional

Since long time, disability is not seen as the issue of concern and it has not gained the attention as other severe topics such as gender, race or caste and persons with disabilities are perceived as invisible. Even till now a large proportion of Persons with Disabilities is not counted in global surveys as they are not accepted even by their families and are always kept hidden in the dark corners of the house. According to the World Health Organization (2011) more than 1 billion people worldwide have a disability severe enough that it limits their participation in family, community and political life and it accounts for 15% of the world’s population which is a very massive number in itself and in South-east Asia, the prevalence of disability ranges from 15% – 21.3% of the total population. According to world Health Organization (2013) 285 million people in the world are visually impaired – 28.5% of all persons with disabilities; 39 million (13%) of this population are blind; 19 million children (almost 13% of the 150 million children with disabilities) under the age of 15 have a visual impairment. Significantly, 49.5% of the world’s population is female, which suggests that nearly half of the children with visual impairment are females as well. The Global Burden of Disease measures childhood disabilities (0–14 years), which is estimated to be 95 million (5.1%) children, of whom 13 million (0.7%) have “severe disability” (WHO, 2011).

“Adaptive behaviour is a person’s functioning in daily life activities, including communication, social participation, progress at school or preschool and personal independence at home or in the community.” (NCSE 2014) Early onset means they are present from an early age and are not as a result of an accident or an illness later in life. (Enable Ireland, 2012:16) Similarly, another article outlines that to meet the diagnostic criteria of a learning disability “depends on having an impairment of intellectual functioning, typically measured as an IQ below 70, along with a significant impairment of adaptive or social functioning.” (Webb and Whitaker 2012) They argue the point of how reliable it is to have a diagnosis based on IQ scores. Their opinions based on the validity of the current criteria for the diagnosis of a learning difficulty made for very interesting reading, leading to an exploration into what is known as the Flynn effect and therefore, the quality of IQ testing. Flynn 1987, reveals that evidence exists that the intellectual ability of the population from one generation to the next has increased. This is not only evident in the general population but also for those presenting with low intellectual ability (Flynn,

Intellectual disability is a word used for a person who has mental troubles or limitation in skills like communicating, taking care of him or herself, and social skills. These limitations cause delays in learning and development of the child.