Intellectual and developmental disabilities refer to a set of conditions that affect a person's ability to learn, reason, make choices, and communicate effectively. These conditions can manifest in different ways and often result in limitations in cognitive and adaptive functioning. It is important to approach these conditions sensitively and empathetically, ensuring that people with intellectual and developmental disabilities have access to appropriate support and opportunities to live independently and participate in society.
Understand what developmental disability is and its main characteristics.
A developmental disability is a condition that affects a person's ability to perform everyday tasks, learn, and communicate effectively. It can be caused by a variety of factors, such as genetic problems, brain injuries, or complications during pregnancy.
One of the main features of developmental disability is the intellectual limitation, which affects a person's ability to comprehend information, learn new skills, and adapt to new situations. Furthermore, individuals with this condition may have difficulty communicating clearly and maintaining interpersonal relationships.
Another important feature of developmental disability is the limitation in motor skills, which can impact a person's motor coordination, balance, and physical dexterity. This can make it difficult to perform simple daily activities, such as getting dressed, eating, or moving around.
It's important to emphasize that each person with a developmental disability is unique and may present a combination of different challenges and abilities. Therefore, appropriate and individualized support is essential to help these individuals reach their full potential and live with dignity and autonomy.
Understand intellectual development disorder and its main characteristics in detail.
Intellectual disability is a developmental disorder characterized by significant limitations in both intellectual functioning and adaptive behavior. These limitations affect a person's ability to learn, communicate, and socialize appropriately, which can impact their performance in various areas of life.
The main characteristics of intellectual disability include a below-average IQ, learning difficulties, delays in motor and speech development, deficits in problem-solving skills, and difficulties understanding and following instructions. Furthermore, people with intellectual disabilities may experience challenges with emotional control, social interaction, and autonomy.
It's important to emphasize that intellectual disability is not a single, homogeneous condition, but rather a spectrum encompassing different levels of severity and manifestations. Some people with intellectual disabilities may experience milder difficulties and be able to lead independent lives with appropriate support, while others may require more intensive care throughout their lives.
The diagnosis of intellectual disability is based on clinical evaluations and IQ tests, taking into account the individual's overall intellectual functioning, their adaptive skills, and the impact of limitations on their daily lives. Treatment for intellectual disability involves a combination of educational interventions, occupational therapy, emotional support, and specialized medical follow-up.
In short, intellectual disability is a developmental disorder that requires an individualized and multidisciplinary approach to ensure the well-being and quality of life of those affected. With appropriate support, it is possible to promote autonomy, inclusion, and the full development of each individual's abilities.
Understand what characterizes intellectual disability in a few words.
Intellectual disability is a condition characterized by limitations in intellectual functioning and adaptive skills. People with intellectual disabilities may experience difficulties in areas such as communication, learning, socialization, and independence.
It's important to emphasize that intellectual disability is not a disease, but rather a permanent condition that affects a person's development. It can be caused by a variety of factors, such as genetics, birth trauma, infections during pregnancy, or brain development problems.
It's crucial that people with intellectual disabilities receive the support they need to develop their skills and achieve a full and independent life. Support from specialized professionals, such as psychologists, occupational therapists, and speech-language pathologists, is essential to fostering their development.
Therefore, it is crucial that society be more attentive and inclusive of people with intellectual disabilities, providing opportunities for education, work, and social interaction. Inclusion and respect are fundamental to ensuring the quality of life and dignity of these individuals.
Learn about the different types of intellectual disabilities that currently exist.
Intellectual disability is a condition that affects a person's ability to learn, think, reason, plan, and communicate effectively. There are different types of intellectual disability, each with its own characteristics and challenges.
One of the most common types of intellectual disability is Down syndrome, which is caused by an extra copy of chromosome 21. People with Down syndrome often have delays in cognitive and physical development, as well as distinctive physical characteristics, such as almond-shaped eyes and a protruding tongue.
Another type of intellectual disability is Cerebral Palsy, which is caused by damage to the developing brain. This can affect a person's movement, speech, hearing, and vision. Cerebral Palsy can also be associated with intellectual disabilities, depending on the severity of the brain damage.
In addition to these types, there are also intellectual disabilities caused by traumatic brain injuries, genetic diseases, infections during pregnancy, and other causes. Each type of intellectual disability presents unique challenges and requires an individualized approach to development and learning.
It's important to understand that intellectual disability doesn't define a person, but rather is a part of who they are. With the right support, people with intellectual disabilities can reach their full potential and live full and meaningful lives.
Intellectual and developmental disabilities
As intellectual and developmental disabilities ( DIY ) is the most common personal disability condition in the population and among students.
Concept of intellectual disability
The term “intellectual and developmental disability” was adopted in June 2006, after being voted on by the members of the American Association on Intellectual and Developmental Disabilities (AIDD). It was previously called American Association on Mental Retardation (AAMR).
At least three names for this group are known: “mental deficiency”, “mental retardation” and “intellectual and developmental disability”.
AIDD has changed its name, definition, diagnosis and classification as a result of advances in the different disciplines involved in this subject: medicine, psychology and education.
A term that avoids stigmatization
The previous concept was changed to this new one, in order to minimize labels or prejudices social factors such as: deficit-centered views, slow and incompatible mental functioning, etc.
The new name aims to take advantage of a new conception of development that is based on the contributions of sociocultural and ecological theories.
Allows a functional view of development , which refers to a person who has different contexts and throughout the life cycle. In turn, it provides the concept of disability that is based on the contributions of International Classification of Functioning and Disability e OMS , and recognizes the social origin of the difficulties experienced by the person suffering from IDD.
On the other hand, he also understands intellectual disability as a developmental disorder which has a lot in common with other developmental problems that can affect children.
Objectives of this monograph
From this article, we will try to provide a current view of intellectual disability and development based on the support paradigm and in the conception of this disability in terms of the interaction between the person's independent functioning and the contexts in which he or she lives, learns, works and enjoys; to provide a general framework and some instruments for the assessment of students with IDD; and to offer some answers to promote their development.
What do we understand by intellectual and developmental disabilities?
First of all, we will define intellectual disability and the categories that constitute it.
What is intellectual disability?
There are four approaches in this field:
- Social approach Historically, these individuals were defined as mentally retarded or retarded because they were unable to adapt socially to their environment. The emphasis on intellectual difficulties didn't come until later, and for a time, the most concerning issue was inappropriate social behavior.
- Clinical approach : With the emergence of the clinical model, the scope of the definition varied. The focus was on the symptoms and clinical manifestations of the various syndromes. More attention was given to the organic and pathological aspects of ID.
- Intellectual approach : Based on the interest in intelligence as a construct and in intelligence testing, the approach to ID underwent another shift. This entailed an emphasis on measuring these individuals' intelligence, expressed in terms of IQ. The most important consequence was the definition and classification of individuals with ID based on scores obtained on intelligence tests.
- Intellectual and social approach : until 1959, the importance of these two components in the conception of ID was not recognized: low intellectual functioning and difficulties in adaptive behavior, which remain to this day.
Theoretical and practical models on intellectual disability
Models with which people with intellectual disabilities were conceptualized and which justified certain professional practices. There are three main models :
Charitable care model
From the end of the 19th century until almost half of the 20th century, people with disabilities were separated from society and placed in the care of large charitable asylum institutions. The attention they received was of the assistance type and was due to the charitable conception of public action. They didn't think it was something social or rehabilitative.
Rehabilitation-therapeutic model
It has been in Spain since the end of WWII, in the 70s. It involves the adoption of the clinical model in the diagnosis and treatment of people with ID and the predominance of specialization. This model coincides with the emergence of the aforementioned clinical approach. The diagnosis of ID focuses on the individual's deficit, and they are classified into categories based on their IQ. The problem is considered within the subject, and specialized institutions are created according to the nature of the problem to help them.
Educational model
It begins in our country in the 80s. It is characterized by the adoption of principle of normalization at all stages of these people's lives. They begin to be considered as having the same rights as their peers to education, health, work, and a decent life. If possible, education should be provided in mainstream centers, and the diagnosis should prioritize these people's capabilities and focus on the support needed to meet the demands of different life environments.
Story about concept definition
O AAIDD changed the definition of DI up to 10 times. The last one was in 2002. It is a definition that goes beyond the 1992 one, but maintains some of its main exceptions: the fact that mental retardation should not be taken as an absolute characteristic of the person, but as an expression of the interaction between the person , with intellectual and adaptive limitations, and the environment; and the emphasis on supports.
In the 1992 definition, categories disappear. They are explicitly rejected, and it is stated that people with mental retardation should not be classified based on traditional categories, but rather should consider the support they need to increase their social participation.
Despite this, the 1992 definition meant a significant improvement for people with ID, but was not without criticism :
- Inaccuracy for diagnostic purposes : did not allow for a clear establishment of who was or was not a person with mental retardation, eligible for certain services.
- The lack of operational definitions for research.
- The fact that evolutionary aspects of these people are not sufficiently considered .
- The imprecision and the inability to measure the intensity of support these people need.
For this reason, the AAIDD proposes a new definition built from 1992. A system is created to diagnose, classify and plan support for people with mental retardation.
The current definition
The new definition of mental retardation proposed by the AAMR is as follows:
“Mental retardation is a disability characterized by significant limitations in intellectual functioning and adaptive behavior, expressed in conceptual, social, and practical skills. This disability originates before the age of 18.”
- “Mental retardation is a disability”: a disability is the expression of limitations in the individual’s functioning in a social context that brings significant disadvantages.
- “… characterized by significant limitations in intellectual functioning”: Intelligence is a general mental capacity that includes reasoning, planning, problem-solving, abstract thinking, etc. The best way to represent it is through the IQ, which places two typical deviations below the mean.
- “…as in adaptive behavior expressed in conceptual, social, and practical skills”: Adaptive behavior is the set of conceptual, social, and practical skills that people learn to function in everyday life. typical execution of them, although they do not impede everyday life.
- “This ability originates before the age of 18”: 18 years corresponds to the age at which in our society individuals assume adult roles.
With this definition , the cognitive basis of the problem is again influenced , but based on a model that emphasizes social and practical competence, which translates into recognition of the existence of various types of intelligence; a model that reflects the fact that the essence of mental retardation is close to the difficulties in coping with everyday life, and the fact that limitations in social and practical intelligence explain many of the problems that people with ID have in the community and at work.
Expand the concept to other population groups, particularly the forgotten generation: an expression that includes people with limited intelligence.
Os aspects that change with this last definition include:
- Includes a two-typical deviation criterion for measuring intelligence and adaptive behavior.
- It includes a new dimension: participation, interaction and social role.
- A new way to conceptualize and measure supports.
- Develop and expand the three-step assessment process.
- A greater relationship between the 2002 system and other diagnostic and classification systems, such as DSM-IV, ICD-10 and ICF, is favored.
As in 1992, the definition incorporates the following five premises :
- Limitations in current functioning should be considered in the context of community environments typical of peers of my age and culture.
- An adequate assessment should consider cultural and linguistic diversity, as well as differences in communication, sensory, motor and behavioral factors.
- Within the same individual, limitations often coexist with strengths.
- An important goal in describing limitations is to develop a profile of the necessary supports.
- With appropriate personalized supports over a long period of time, the lives of people with mental retardation will generally improve.
O mental retardation is understood in the context of a multidimensional model that provides a way of describing the person through five dimensions, which include all aspects of the individual and the world in which they live.
The model includes three key elements: the person , the environment in which you live e the supports .
These elements are represented within the framework of the five dimensions projected into the person's daily functioning through supports. Support plays a mediating role in the lives of people with intellectual disabilities.
A broader concept of identification is achieved that implies understanding that the explanation of people's daily behavior is not limited to the effect of the five dimensions , but from the support they can receive in their living environments.
Trends that prevailed in the field of ID
- An approach to ID from an ecological perspective that focuses on the interaction between the person and their environment.
- Disability is characterized by limitations in functioning, not a permanent characteristic of the person.
- The multidimensionality of ID is recognized.
- The need to link assessment and intervention more firmly.
- Recognition that an accurate diagnosis of ID often requires, along with the information available from the assessment, successful clinical judgment.
Characteristics and causes of intellectual and developmental disabilities
There are three important characteristics: limitations in intellectual functioning, limitations in adaptive behavior, and the need for support.
1. Limitations in intellectual functioning : Intelligence refers to a student's ability to solve problems, pay attention to relevant information, think abstractly, remember important information, generalize knowledge from one scenario to another, etc.
It is usually measured through standardized tests. A student is identified when their score is two standard deviations below the mean.
The specific difficulties that people with ID present
They usually present difficulties in these three areas :
a) Memory People with ID often show memory limitations, especially those known as MCP, which involves the ability to recall information that must be stored for seconds or hours, as is often the case in a classroom. This is more evident in cognitive aspects than in emotional ones. Strategies can be used to improve this capacity.
b) Generalization : refers to the ability to transfer knowledge or behaviors learned in one situation to another (from school to home, for example).
c) Motivation : Research shows that lack of motivation is associated with previous experiences of failure. Difficulties in successfully overcoming certain challenges in daily life at home and at the center make them more vulnerable. If you can change the meaning of your experiences, your motivation will also improve.
d) Limitations on adaptive behavior : People with ID often have limitations in adaptive behavior. Adaptive behavior refers to the ability to respond to changing environmental demands; people learn to adjust/self-regulate behavior to different life situations and contexts according to age, expectations, etc.
To identify a student's abilities in this area, conceptual, social, and practical skills are often assessed using scales specifically designed for them. Based on the results, educational activities can be designed and integrated into the curriculum.
Self-determination is the most central expression of the capacities inherent in adaptive behavior and is of particular relevance for people with ID. Its development is associated with a perception of a higher or lower quality of life.
Causes of intellectual disability
Regarding the causes, there are four categories:
- Biomedic : factors related to biological processes, such as genetic disorders or malnutrition.
- Socials : factors related to the quality of social and family interaction, such as parental encouragement or sensitivity to the needs of their son or daughter.
- behavioral : factors that refer to behaviors that can cause a disorder, such as accidents or the consumption of certain substances.
- Program : factors related to access to educational services that provide support to promote cognitive development and adaptive skills.
Remember that these factors can be combined in different ways and proportions.
Intellectual disability and quality of life
One of the four characteristics of the emerging disability paradigm is the well-being person who closely associates the concept of quality of life.
Recognition of the rights of people with ID implies recognition of the right to a quality life.
Over time, the concept of quality of life has been applied to people with ID. This implies access to services, efficiency, and quality of these services, which allow them to enjoy the same
s opportunities than others.
Access to a quality life implies recognizing the right to difference and the need for the services offered to be permeable to their particular conditions.
People with ID have certain characteristics that generate specific needs throughout their development; these needs attract the type of support necessary to access services that enable ideal living conditions.
Quality of life is defined as a concept that reflects the living conditions desired by a person in relation to their life at home and in the community; at work and in relation to health and well-being.
Quality of life is a subjective phenomenon based on a person's perception of a set of aspects related to their life experience.
The concept of quality of life
According to Schalock and Verdugo, the concept of quality of life (CV) is being used in three different ways:
- As a sensitizing concept that serves as a reference and guide from the individual's perspective, indicating what is important to them.
- As a unifying concept that provides a framework for conceptualizing, measuring, and applying the CV construct.
- As a social construct that becomes a prevailing principle to promote the well-being of the person.
Promote the well-being of people with intellectual disabilities
In working to promote the well-being and quality of life of people with ID, the importance of eight core dimensions and certain indicators is recognized:
- Emotional well-being : happiness, self-concept, etc.
- interpersonal relationships : intimacy, family, friendships, etc.
- Material well-being : belongings, security, work, etc.
- Personal development : education, skills, competencies, etc.
- Physical well-being : health, nutrition, etc.
- self-determination : elections, personal control, etc.
- inclusion partner l : acceptance, community involvement, etc.
- Rights : privacy, freedoms, etc.
Services and resources for people with intellectual disabilities
The services and resources offered to people with ID throughout the life cycle must aim to meet their needs, responding to the demands of the different contexts in which they develop and enabling a quality life.
Features that define a ideal environment :
- Presence in the community : Share common places that define community life.
- elections : the experience of autonomy, decision-making, self-regulation.
- Competition : the opportunity to learn and perform functional and meaningful activities.
- Respect : the reality of being valued in the community.
- Community participation : the experience of being part of a growing network of family and friends.
About people with ID in the educational context: “Students with intellectual disabilities: assessment, monitoring and inclusion”
References:
- Gilman, CJ, Morreau, LE ALSC; Adaptive Skills Curriculum. Personal Life Skills. Messenger Editions.
- Gilman, CJ, Morreau, LE ALSC; Adaptive Skills Curriculum. Skills for Life at Home. Messenger Editions.
- Gilman, CJ, Morreau, LE ALSC; Adaptive Skills Curriculum. Community Life Skills. Messenger Editions.
- Gilman, CJ, Morreau, LE ALSC; Adaptive Skills Curriculum. Work Skills. Messenger Editions.
- FEAPS Positive Behavioral Support Some tools for dealing with difficult behaviors.
- FEAPS Person-Centered Planning. The San Francisco de Borja Foundation's experience with people with intellectual disabilities.