Intellectual Disability (Essay Sample)

Topic: Intellectual Abilities
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Introduction
Intellectual disability (ID) is defined as a disorder that appears before adulthood which is characterized by an impairment of cognitive functioning and lack in more than one adaptive behavior. Other sources refer to it as mental retardation. However, this term has gradually been sidelined and is not used frequently today. Intellectual disability was initially known to be categorized purely by an IQ test of below 70. This was so because it was based on cognition. Today, a child with a score below 70 is not necessarily considered intellectually disabled. One is considered intellectually disabled once he or she has limitations in both intellectual functioning and in adaptive behaviors. Apart from registering a low score of 70, an individual must be challenged in functioning normally under normal conditions in the environment he or she lives in. fighting this condition among children has been an ongoing process, but needs more muscles to be successful (Goodey, 2013). Intellectual disability involves limitation in both intellectual functioning and adaptive behaviors and to control this condition, society’s resources and services must be used.
Facts about intellectual disability
Intellectual quotient also known as intellectual functioning is the ability to learn, make decisions, reason and also be in a position to solve problems. An individual may be limited in one area and not in another. For example, one may not be able to solve problems, but he or she can learn. On the other hand, adaptive behaviors are skills used on a daily basis such as effective communication, taking care of others and when necessary, interacting with others. When measuring the adaptive behavior of a child, the specialist needs to observe how other children in the same age as the child in question behave (James & Harris, 2010). From this, the specialist can deduce the condition of the child. Among the things used during observation is feeding style of the child, his or her ability to interact with others, understand and communicate with others (Goodey, 2013). Intellectual disability affects 1% of the total population. 85% of the affected population has a mild condition meaning that they have a great chance to live as normal people during adulthood. This, therefore, calls for better care and treatment so that they can be better learners.
Characteristics of students with ID
Cognitive Performance
Students with a mild ID normally experience some delays in cognitive development and hence experience difficulty in academic and skills development. Even in school curricurum, these students tend to learn slower than normal students.
Attention
Students with ID experience difficulty in areas. They experience difficulty in orienting to a task and concentrating attention to a task. Most of them live things halfway done. In class, they cannot concentrate on a single concept being taught by the teacher. Most of them are distracted easily by other things.
Memory
Students with ID experience difficulty in remembering things. Most of them have a short-term memory. This means that they can remember something today, but tomorrow or another day they completely cannot remember. In some cases, the memory problem can directly be linked to the problem of paying attention (Edgin et al., 2010). Due to lack of paying attention, a student fails to remember what was being taught.
Generalization
Students are faced with the problem of relating information taught in one area when they see it in a different area. This problem can be corrected by using effective strategy where students are encouraged to apply knowledge gained in one area in another area.
Social skills performance
Students with ID experience difficulty in interacting with others. Such students have delays in doing things and hence may be challenged to deal with other children who are very fast at what they are doing. They also cannot interact successfully in conversations. Reading social cues is a major concern too. How they are treated also contributes to how they interact with people. If most of the time they spend together with other children who happen to have the same condition, then their recovery would be extremely slow (James & Harris, 2010). They need to be with other normal children so that they observe them and learn one or more things from them.
Addressing needs of students with ID
As mentioned in the thesis statement, the society’s resources and services must be used to help people with this condition. For the teacher, it is paramount to first understand one can make a huge difference in the life of such a student. The teacher is hence required to no more about intellectual disability so as to understand the student better. All students with ID should have an individual education program (IEP) within which goals are set (Goodey, 2013). Parents, teachers, school personnel; and fellow colleagues should be actively involved in this program to encourage the student and also show care to the student. Parents and teachers need to be very concrete. This way, students are able to relate to the observable aspect of the instructions. Life skills are a major concern in the students’ lives (Aylward et al., 1997). They should hence be helped improve in life skills.
Strategizing is crucial in helping students with ID get better. Learning activities need to be divided into small, but much focused units for the students. The best strategy is provision of a multisensory approach that involves promotion of multiple intelligences. Clients with ID need to revisit the learning objectives over and over again. A strategy should be put in place such that students are in a position to revisit what they learnt several times. This way, memory is boosted.
Use of technology is another way to help students with this condition become well. Hand held android and Apple based devices are being used in special education and in normal classrooms as well. The devices are installed with various applications that are appealing to youngsters. Technology is also better placed to give students with ID condition a chance to revisit what they learnt (Kennedy, 2012). Computer software and devices should also be incorporated.
Community resource and Services for students with disability
Students with ID condition receive natural support from their family and people who are close to them. This is the first society resource available to them. Most of the families are heavy laden especially because of the hard economic time of the current time. Families, therefore, also need some support from whatever corner it may be from. Supporting the family is a sure way to create a sustainable system. Families can be supported through different programs such as supported employment or closure of specialized residential (Yell, 2010). For the students, long-term relationship is developed and natural support stressed. The students and their families are also given the liberty to make meaningful life choices.
Transition planning for students with IEPS
The transition from high school to adulthood is a very crucial stage for teenagers. It becomes even more critical for students with a learning disability. This category of people need a special plan that entails the goals aimed at. There are a number of things that need to be addressed before planning is done. This includes development of career and vocational skills and most importantly, the ability to live alone. Students with an IEP need a transition plan. A transition plan is part of the IEP that has the goals and objectives listed (Küpper & Hamilton, 2013). It is based on the strengths, skills, individual needs and interests of a high school student.
Transition planning should begin at the age of 16. An IEP should be held at least annually and should include discussion on the needs of transition services. Some of the factors considered during transition include community experience, academic preparation, and functional vocational and independent living objective. Transition is important because it helps many students no...