Module 1: Intellectual Disabilities
Summary
Intellectual disability is a term that describes a broad category of characteristics and a wide range of abilities. Understanding the nature of intellectual disabilities informs our practice to assist students to learn. Providing additional processing time, opportunities for practice, and teaching in context will support students with complex needs as learners.
Key Terms
- Abstract Concepts
- Understanding abstract concepts requires multi-layered cognitive ability including perception, interpretation, integration, and executive functioning (such as judgment, insight, initiation).
- Adaptive Behaviours
- Adaptive behaviour refers to a range of practical skills people use in their everyday lives. According to the definition, these are divided into three clusters: conceptual skills, social skills and practical skills.
- Generalization
- The ability to perform a skill across times, settings and with different people without the need to relearn the skill.
- Intellectual Functioning
- Intellectual functioning refers to general mental capacity and abilities to learn, solve problems, and reason. One common way to measure intellectual functioning is by using an IQ test.
- Processing Time
- The silence or wait time (e.g.10+ seconds) intentionally provided for students to gather their thoughts and respond.
- Synthesizing
- Taking different pieces or components of information and combining them into a new whole.
Key Points
- Learning new information can be difficult
- Learning abstract concepts can be difficult
- Retaining learned information can be difficult
- Generalizing information can be difficult
- Synthesizing information can be difficult
- Provide additional time
- Teach skill in context
- Skill acquisition requires repetition
- Provide individualized support
- Provide ongoing opportunities to practice
References and Resources
AAIDD. (n.d.). American Association on Intellectual and Developmental Disabilities. Retrieved from https://www.aaidd.org/intellectual-disability/definition
Burkhart, L. (2016). Multi-modal communication and learning strategies for children who face significant challenges [Linda Burkhart Presentation on Cognitive Schemas]. Retrieved from https://lindaburkhart.com/handouts/
Case-Smith, J., & O'Brien, J. C. (2010). Occupational therapy for children (6th ed.). Mosby/Elsevier.
Tassé, M. J. (2016, September). Defining intellectual disability: Finally we all agree…almost. Spotlight on Disability. http://www.apa.org/pi/disability/resources/publications/newsletter/2016/09/intellectual-disability