INTELLECTUAL DISABILITY

Menchie M. Garachico
Freddie C. Santos Jr.

The Nature of Intellectual Disability

*An intellectual disability, formerly
referred to as mental retardation is characterized by a combination of deficits in both cognitive functioning and adaptive behavior. *The severity of the intellectual disability is determined by the discrepancy between the individual's capabilities in learning and in and the expectations of the social environment.
(Project IDEAL, 2008)

The Nature of Intellectual Disability

*Mental retardation / intellectual
disability is a term used when a person has certain limitations in mental functioning and skills such as communicating, taking care of himself/herself and social skills.
develop more slowly than a typical child.

*These limitations cause a child to learn and

(J.F. Smith Library, 2005, as cited by Pierangelo & Giuliani, 2007)

The Nature of Intellectual Disability

Mental Retardation/ Intellectual Disability in DSM IV TR is an Axis II Disorder criteria that includes: * Intelligence Test Scores * Adaptive Functioning * Age of Onset
(DSM-IV-TR, 2000)

Definitions for Intellectual Disability

Significantly sub-average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a childs educational performance.
IDEA (Individuals with Disabilities Education Act)

Definitions for Intellectual Disability

Characterized by significant limitations both in intellectual functioning and adaptive behavior, which covers many everyday social and practical skills. The disability originates before the age of 18.
AAIDD (American Association of Intellectual and Developmental Disabilities)

*Conceptual skillslanguage and literacy; money,

time, and number concepts; and self-direction.

*Social skillsinterpersonal skills, social

responsibility, self-esteem, gullibility, navet (i.e., wariness), social problem solving, and the ability to follow rules/obey laws and to avoid being victimized.
care), occupational skills, healthcare, travel/transportation, schedules/routines, safety, use of money, use of the telephone.

*Practical skillsactivities of daily living (personal

Severity of ID based on the levels of intellectual functioning

*Mild *Moderate *Severe *Profound

IQ = 55 69

IQ = 40 54
IQ = 25 39 IQ = below 25

Prevalence of Intellectual Disability

Intellectual disability is the most common developmental disability. Approximately 6.5 million people in the United States have an intellectual disability.
(IDEA)

In the Philippines, intellectual disability comprises 7.02% of the total population of persons with disabilities.
(2000 National Statistics Office Census)

Etiology and Classifications of Intellectual Disability PRENATAL CAUSES

1. Chromosomal Disorders
2. Inborn Errors of Metabolism 3. Developmental Disorders of Brain Formation 4. Environmental Influences

PERINATAL CAUSES
1. Anoxia
(complete deprivation of oxygen)

POSTNATAL CAUSES
1. Biological
2. Psychosocial

2. Low birth weight (LBW) 3. Syphilis and herpes simplex

3. Child Abuse and Neglect

PRENATAL CAUSES

PRENATAL CAUSES

*Congenital intellectual
disability

*Involves heart defects, hearing

loss, and abnormalities of fingers and hands.

*Manifest self-injurious behavior

Cornelia de Lange Syndrome

(Pierangelo & Giuliani,2007)

PRENATAL CAUSES
*Difficulty swallowing and
sucking growth

*Low birth weight and poor

*Unusual facial features *Hyperactive, aggressive, and
repetitive movements

(Pierangelo & Giuliani,2007)

Cri-du-Chat Syndrome

PRENATAL CAUSES
* Also referred to as trisomy 21 * Usually not an inherited condition * The most common type of
chromosomal disorder set of chromosomes.

* It involves the anomaly at the 21st * People with DS exhibits unusual

facial features and with broad hands with short fingers

Downs Syndrome
(Hallahan & Kauffman,2003)

PRENATAL CAUSES

*Sterility in men *Decreased IQ *Poor coordination *Skeletal abnormalities *Poor coordination

Klinefelters Syndrome

(Pierangelo & Giuliani, 2007)

PRENATAL CAUSES
* Inherited from father * Infants are lethargic and have

difficulty eating but eventually becomes obsessed with food as they grow obesity.

* The leading genetic cause of

* People with Prader-Willi syndrome

are at risk for a variety of other health problems such heart defects, kidney problems, scoliosis, etc.

Prader-Willi Syndrome

(Hallahan & Kauffman,2003)

PRENATAL CAUSES
*Normally found in females *Persons with Turners

syndrome has webbing of the neck, puffiness or swelling of the hands and feet

*Associated with heart defects

and kidney problems

Turners Syndrome

(Pierangelo & Giuliani,2007)

PRENATAL CAUSES
* Caused by the absence of material
on the seventh pair of chromosome.

* People with Williams syndrome

exhibit heart defects and elfin facial features.

* Their unusual sensitivity to sound

makes them competent in music and language despite of their low IQ level.

Williams Syndrome
(Hallahan & Kauffman,2003) (Pierangelo & Giuliani, 2007)

PRENATAL CAUSES
* Most common known hereditary
cause of intellectual disability

* Associated with X chromosome in the

23rd pair of chromosomes

* Occurs less often in females * Persons with Fragile X Syndrome

have behavior and emotional problems and poor socialization skills are change

* They become anxious when routines

* They have unusual facial features

(Hallahan & Kauffman,2003) (Piearangelo & Giuliani, 2007)

Fragile X Syndrome

PRENATAL CAUSES

PRENATAL CAUSES
*Galactosemia - inability of the
body to use simple sugar galactose breakdown of chemical mucopolysaccharide.

*Hunter Syndrome defective *Phenylketonuria (PKU)

inability of the body to convert phenylalanine to tyrosine) Hex-A enzyme.

*Tay-Sachs Disease absence of

(Piearangelo & Giuliani, 2007)

Can be prevented through an early detection (e.g. newborn screening) and can be treated by providing a special diet program.

PRENATAL CAUSES

PRENATAL CAUSES

*The intellectual disability *There is no specific

treatment and life expectancy is low.

usually ranges from severe to profound.

(Hallahan & Kauffman,2003)

Microcephalus

PRENATAL CAUSES

*Results from an accumulation

of cerebrospinal fluid inside or outside the brain. disability depends on how early the condition is diagnosed and treated.

*The degree of intellectual

(Hallahan & Kauffman,2003)

Hydrocephalus

PRENATAL CAUSES

PRENATAL CAUSES
*Maternal Malnutrition and
Infection

*Fetal Alcohol Syndrome (FAS) *Lead exposure *Illicit drug exposure *Exposure to Radiation *Rubella (German measles)
(Hallahan & Kauffman,2003) (Piearangelo & Giuliani, 2007)

PERINATAL CAUSES

PERINATAL CAUSES

*Anoxia (deprivation of oxygen) *Low birth weight (LBW) *Syphilis and herpes simplex

(Hallahan & Kauffman,2003)

POSTNATAL CAUSES Environmental and Psychosocial Problems

POSTNATAL CAUSES Environmental and Psychosocial Problems

*Nutritional Problems *Adverse living conditions *Inadequate health care *Lack of early cognitive
stimulation
(Pierangelo & Giuliani,2007)

POSTNATAL CAUSES Environmental and Psychosocial Problems

*Child abuse and neglect *Traumatic Brain Injury *Meningitis or Encephalitis *Lead Poisoning
(Pierangelo & Giuliani,2007)

PLACEMENT PROGRAMS for Persons with Intellectual Disabilities

* For children

with mild intellectual disability, readiness and functional academic skills are present and thus can be placed into Inclusion Programs. disability can be more tedious. Curriculum and materials for these children should be age-appropriate, which should help develop independent behavior within the child. educational needs of special children. This is a useful and common vehicle to develop skills and educate children with intelletual disabilities who are in more severe cases. altering behavior by lessening distruptive or inappropriate actions of a particular child.

* Educational placement programs for children with moderate to severe intellectual

* Individualized Education Program (IEP) is designed to cater the special

* Behavior Therapy Programs may also be employed, as they are very useful in
* Alternative Programs can also be incorporated in a childs special education

process. Such programs would include vocational training, physical education, theatre, music, etc.

PLACEMENT PROGRAMS Early Childhood

*Unlike preschool programs for
children at risk, in which the goal is to prevent intellectual disability from occurring, programs for infants and preschoolers who are already identified with intellectual disability are designed to help them achieve as high a cognitive level as possible (Hallahan & Kauffman, 2003).

PLACEMENT PROGRAMS Early Childhood

*These programs gives more
emphasis on conceptual and language development and usually involves speech and physical therapists most specially when children have multiple disabilities.

PLACEMENT PROGRAMS Transition to Adulthood

*Most authorities agree that
although the degree of emphasis on transition programming should be greater for older than for younger students, such programming should begin in the elementary years (Hallahan & Kauffman, 2003).

PLACEMENT PROGRAMS Transition to Adulthood

*Transition programming for
individuals involves two related areas; first, community adjustment to acquire a number of self-help skills and second, employment to lead to a meaningful job.

Current Researches about Intellectual Disability

REFERENCES
Cerrero, M. E. (2009) Academic engagement of learners with moderate mental retardation through pictorial self-management and video self-modeling , Unpublished Masters Thesis, University of the Philippines Diliman Clark, L.L. and Griffiths, P. (2008) Learning Disability and other Intellectual Impairments, John Wiley & Sons, Ltd. Davidson, P.W., Janicki, M.P. and Prasher, V.P. (2003) Mental Health, Intellectual Disabilities and Aging Process, Blackwell Publishing Definition of Intellectual Disability, AAIDD (2006) retrieved from: http://www.aaidd.org/content_100.cfm Drew, C.J. and Hardman, M.L. (2007) Intellectual Disabilities Across the Life Span, 9th edition, Pearson Education, Inc. Friend, M. (2011) Special Education: Contemporary Perspectives for School Professionals, 3rd edition, Pearson Education, Inc. Hallahan, D.P. and Kauffman, J. M. (2003) Exceptional Learners: Introduction to Special Education, 9th edition, Pearson Education, Inc.

Heward, L.W. (2006) Exceptional Children: An Introduction to Special Education, 8th edition, Pearson Education, Inc.

Intellectual Disability, Project IDEAL (2008) retrieved from: http://www.projectidealonline.org/intellectualDisabilities.php

Koa, K.S. (2009) Young Adults with Mental Retardations:Their Response to Death, Grief and Bereavement, Unpublished Masters Thesis, University of the Philippines Diliman Oliver-Africano, P., Murphy, D., & Tyrer, P. (2009). Aggressive behaviour in adults with intellectual disability. CNS Drugs,23(11), 903-13. doi:http://dx.doi.org/10.2165/11310930-000000000-00000 Pierangelo, R. & Giuliani G. (2007) The Educators Diagnostic Manual of Disabilities and Disorders, John Wiley & Sons, Inc. Pownall, J. D., Jahoda, A., & Hastings, R. P. (2012). Sexuality and sex education of adolescents with intellectual disability: Mothers' attitudes, experiences, and support needs. Intellectual and Developmental Disabilities, 50(2), 140-54. Retrieved from: http://search.proquest.com/docview/1022483830?accountid=141440 Salvador-Curalla, L., & Bertelli, M. (2007). 'Mental retardation' or 'intellectual disability': Time for a conceptual change.Psychopathology, 41(1), 10-6. Retrieved from: http://search.proquest.com/docview/233349678?accountid=141440