CHAPTER 9: INTELLECTUAL & DEVELOPMENTAL DISABILITIES

Definitions and Classification of Intellectual Disabilities

 People with intellectual disabilities have been labeled with pejorative terms for
centuries, including “feebleminded,” “idiot,” “imbecile,” and “moron.” More
recently, they have been stereotyped with one of the most derogatory terms in
the English language—retard.
 The American Association on Intellectual and Developmental Disabilities
(AAIDD) states that intellectual disability is characterized by significant limitations
in both intellectual functioning and in adaptive behavior, and must originate
before the age of 18 (AAIDD, 2013).
a. Intellectual Functioning
-It is often referred to as intelligence and includes an individual’s ability to reason, plan,
solve problems, think abstractly, comprehend complex ideas, and learn from experience
(AAIDD, 2013).
-Psychologists use a mathematical concept called the standard deviation to determine
the extent to which any given individual’s score deviates from this average of 100. This
means that people with IQs of approximately 70 to 75 and lower would be considered
as having intellectual disabilities.
b. Adaptive Behavior
- AAIDD defines adaptive behavior as a collection of conceptual, social, and practical
skills that have been learned by people to function in their everyday lives.
-If a person has limitations in these adaptive skills, he or she may need some additional
assistance or supports to participate more fully in both family and community life.

c. Age of Onset
- The AAIDD definition specifies that intellectual disabilities must originate before a
person is 18 years old. The reason for choosing age 18 as a cutoff point is that
intellectual disabilities belong to a family of conditions referred to as developmental
disabilities. Developmental disabilities are mental and/or physical impairments that are
diagnosed at birth or during the childhood and adolescent years. A developmental
disability results in substantial functional limitations in at least three areas of major life
activity, such as self-care, language, learning, mobility, self-direction, capacity for
independent living, and economic self-sufficiency.
Classification
To more clearly understand the diversity of people with intellectual disabilities, several
classification systems have been developed. Each classification method reflects an
attempt by a particular discipline (such as medicine or education) to better understand
and respond to the needs of individuals with intellectual disabilities.
1. Severity of the Condition
The extent to which a person’s intellectual capabilities and adaptive skills differ
from what is considered “normal” can be described by using terms such as mild, ,
severe, or profound.
Mild -describes the highest level of performance;
Profound -describes the lowest level.
Severity- is assessed across three domains. These are conceptual, social, and
practical life skills
2. Medical Descriptors
Intellectual disabilities may be classified on the basis of the biological origin of
the condition. A classification system that uses the cause of the condition to
differentiate people with intellectual disabilities is often referred to as a medical
classification system because it emerged primarily from the field of medicine.
Common medical descriptors
o fetal alcohol syndrome, chromosomal abnormalities (e.g., Down
syndrome)
o metabolic disorders (e.g., phenylketonuria, thyroid dysfunction)
o infections (e.g., syphilis, rubella)

Characteristics Common to Children and Youth with Intellectual Disabilities

People who have an intellectual disability are each unique. They have strengths and
challenges just like their typically developing peers. The following is a list of
characteristics commonly occurring with intellectual disability, but will vary in severity
with each person.

a. Learning and Memory

-Intelligence is the ability to acquire, remember, and use knowledge. A primary
characteristic of intellectual disabilities is diminished intellectual ability which translates
into a difference in the rate and efficiency with which the person acquires, remembers,
and uses new knowledge, compared to the general population. The learning and
memory capabilities of people with intellectual disabilities are significantly below
average in comparison to peers without disabilities. Intelligence is also associated with
learning how to learn, often referred to as metacognition, and with the ability to apply
what is learned to new experiences, known as generalization. The greater the severity
of intellectual deficit, the greater the difficulties with memory.

b. Self-Regulation
- People with intellectual disabilities do not appear to develop efficient learning
strategies, such as the ability to rehearse a task (to practice a new concept, either out
loud or to themselves, over and over). Information-processing theorists study how a
person processes information from sensory stimuli to motoric output. In information-
processing theory, the learning differences in people with intellectual disabilities are
seen as the underdevelopment of metacognitive processes. Metacognitive processes
help the person plan how to solve a problem. Social stories are one method that is used
to teach self-regulation to individuals who have intellectual disabilities. A social story is a
personalized narrative that embeds social cues and actions that are appropriate in
particular social situations .

c. Adaptive Skills
-The abilities to adapt to the demands of the environment, relate to others, and take
care of personal needs are all important aspects of an independent lifestyle. In the
school setting, adaptive behavior is defined as the ability to apply skills learned in a
classroom to daily activities in natural settings. The adaptive skills of people with
intellectual disabilities often lag behind those of their peers without disabilities. A child
with intellectual disabilities may have difficulty in both learning and applying skills for a
number of reasons, including a higher level of distractibility, inattentiveness, failure to
read social cues, and impulsive behavior.
d. Academic Achievement
-Reading comprehension is usually considered the weakest area of learning. In general,
students with mild intellectual disabilities are better at decoding words than
comprehending their meaning and they tend to read below their own developmental
level .
-Children with intellectual disabilities also perform poorly on mathematical computations,
although their performance may be closer to what is typical for their developmental
level. These children may be able to learn basic computations but may be unable to
apply concepts appropriately in a problem-solving situation.
e. Speech and Language
-One of the most serious and obvious characteristics of individuals with intellectual
disabilities is delayed speech and language development. The most common speech
difficulties involve articulation problems, voice problems, and stuttering. Language
problems are generally associated with delays in language development rather than
with a bizarre use of language. The milder the intellectual disabilities, the less pervasive
the language difficulty . Speech and language difficulties may range from minor speech
defects, such as articulation problems, to the complete absence of expressive
language.

f. Physical Development
The physical appearance of most children with intellectual disabilities does not differ
from that of same-age children who are not disabled. However, a relationship exists
between the severity of the intellectual disabilities and the extent of physical differences
for the individual . For people with severe intellectual disabilities, there is a significant
probability of related physical challenges; genetic factors are likely to underlie both
disabilities.

Causes of Intellectual Disabilities

I. GENETIC CONDITIONS
- Many genetic conditions are associated with intellectual disability. These conditions
may result from genes inherited from parents, errors when genes combine, or from
external factors, such as infections during pregnancy or overexposure to X-rays.
Genetic disorders can be classified into three types: chromosomal, single gene, and
multifactorial disorders.
Chromosomal disorders- are caused by a person having too many or two few
chromosomes or by a change in the structure of the chromosome that disrupts its
function.
Single-gene disorders - disorders that occur when cells cannot produce proteins or
enzymes needed to process (metabolize) certain substances that can then become
poisonous and damage tissue in the central nervous system
Multifactorial disorders- disorders that occur when one or several genes on different
chromosomes in combination with environmental factors result in abnormal inheritance
patterns.
II .PROBLEMS DURING PREGNANCY
-Prenatal environmental factors such as exposure to drugs and alcohol, toxins, maternal
illnesses, and malnutrition can result in intellectual disability.
-Intoxication is cerebral damage that results from an excessive level of some toxic
agent in the mother–fetus system.
-Excessive maternal use of alcohol or drugs or exposure to certain environmental
hazards, such as X-rays or insecticides, can damage the child. Damage to the fetus
from maternal alcohol consumption is characterized by facial abnormalities, heart
problems, low birth weight, small brain size, and intellectual disabilities.
-The terms fetal alcohol syndrome (FAS) and fetal alcohol effects (FAE) -refer to a
group of physical and mental birth defects resulting from a woman’s drinking alcohol
during pregnancy.
-Maternal substance abuse is also associated with gestation disorders involving
prematurity and low birth weight. Prematurity refers to infants delivered before 37 weeks
from the first day of the last menstrual period. Low birth weight characterizes babies that
weigh 2,500 grams (5½ pounds) or less at birth.
-Similarly, pregnant women who smoke are at greater risk of having a premature baby
with complicating developmental problems such as intellectual disabilities
-Maternal infections may result in difficulties for an unborn child. The probability of
damage is particularly high if the infection occurs during the first three months of
pregnancy
-Congenital rubella German measles contracted by a mother during pregnancy, which
can cause intellectual disabilities, deafness, blindness, and other neurological problems.
-Human immunodeficiency virus (HIV) A virus that reduces immune system function and
has been linked to AIDS.
-Anencephaly - condition in which the person has a partial or complete absence of
cerebral tissue.
-Hydrocephalus -An excess of cerebrospinal fluid, often resulting in enlargement of the
head and pressure on the brain, which may cause intellectual disabilities.

III. PROBLEMS IN BIRTH

-Difficulties during the birth process can result in injuries that cause intellectual
disabilities.
-The continuing supply of oxygen and nutrients to a baby is a critical factor during
delivery. Certain fetal positions may result in damage to the fetus as delivery proceeds.
A baby’s oxygen supply may be reduced for a period of time until the head is expelled,
and the lungs begin to function.
-Anoxia -a lack of oxygen that may result in permanent damage to the brain.
Temporary oxygen deprivation, abnormal labor and delivery, neonatal seizures, and
head trauma at birth are examples of the types of injuries that can occur.
-Additionally, low birth weight and premature delivery correlate with other serious
problems that can lead to intellectual disabilities.

IV. Problems after Birth

-Childhood diseases such as whooping cough, chicken pox, measles, and Hib disease
that may lead to meningitis and encephalitis can cause brain damage.
-Injuries such as a blow to the head or near drowning can also lead to intellectual dis
ability. Additionally, lead, mercury, and other environmental toxins can cause irreparable
damage to the brain and nervous system.
V. Poverty-Related Deprivation
-Children living in poverty are at higher risk for malnutrition, childhood diseases, and
exposure to environmental health hazards, and often receive inadequate health care.
Each of these factors increases the risk of intellectual disability.

DIFFERENT DISORDERS
1. Genetic and Chromosomal Disorders
These are caused by genetic mutations or chromosomal abnormalities.
 Down Syndrome: Caused by an extra copy of chromosome 21 (trisomy 21),
resulting in mild to moderate intellectual disabilities.
 Fragile X Syndrome: A genetic condition due to a mutation on the X
chromosome, leading to intellectual disability, often more severe in males.
 Williams Syndrome: Caused by a deletion of genetic material on chromosome
7, resulting in mild to moderate intellectual disabilities and strong social skills.
 Prader-Willi Syndrome: A genetic disorder involving abnormalities on
chromosome 15, characterized by intellectual disabilities and behavioral
challenges.
  Angelman Syndrome: A genetic condition affecting the nervous system,
resulting in severe intellectual disabilities, speech impairments, and motor
coordination issues.

2. Neurodevelopmental Disorders
Conditions that affect brain development, leading to intellectual challenges.
 Autism Spectrum Disorder (ASD): is a neurodevelopmental disorder
characterized by repetitive, restricted, and inflexible patterns of behavior,
interests, and activities, as well as deficits in social communication and social
interaction, and the presence of high or low sensory sensitivity. .
 Rett Syndrome: A rare genetic neurological disorder primarily affecting females,
leading to severe intellectual and physical disabilities.
 Global Developmental Delay: Diagnosed in young children who fail to meet
developmental milestones; intellectual disability may be diagnosed later.

PARTS OF THE BRAIN THAT IS AFFECTED

1. Cerebral Cortex
 Function: Responsible for higher-order functions like thinking, reasoning,
decision-making, and memory.
 Effect: Abnormalities or damage can impair learning, problem-solving, and
processing complex information.
 Conditions: Commonly affected in conditions like autism spectrum disorder and
cerebral palsy.

2. Hippocampus
 Function: Critical for memory formation and spatial navigation.
 Effect: Damage can lead to difficulties in learning new information and retaining
memories.
 Conditions: Impaired in conditions like Down syndrome or following severe brain
trauma.
3. Prefrontal Cortex
 Function: Controls executive functions, such as planning, decision-making, and
impulse control.
 Effect: Dysfunction leads to challenges in organizing thoughts and regulating
emotions.
 Conditions: Often affected in individuals with ADHD, autism, or other
neurodevelopmental disorders.

4. Cerebellum
 Function: Coordinates motor control, balance, and some cognitive processes.
 Effect: Damage may cause motor delays, coordination issues, and impaired
learning processes.
 Conditions: Reduced cerebellar volume is seen in conditions like autism and
fragile X syndrome.

5. Corpus Callosum
 Function: Connects the two hemispheres of the brain, facilitating communication
between them.
 Effect: Damage or underdevelopment can disrupt cognitive and motor functions.
 Conditions: Often underdeveloped in fetal alcohol spectrum disorders or severe
developmental delays.

6. Basal Ganglia
 Function: Involved in motor control, behavior regulation, and procedural
learning.
 Effect: Dysfunction may result in challenges with movement and certain types of
learning.
 Conditions: Sometimes implicated in conditions like autism.

7. Thalamus
 Function: Acts as a relay station for sensory and motor signals.
  Effect: Dysfunction can impair information processing and sensory integration.
 Conditions: Can be affected in conditions with severe neurological impairments.

Interventions and Treatments for Intellectual Disability

 Inclusive education should be a primary focus across the full range of the
education system. Regardless of the severity of their condition, students with
intellectual disabilities benefit from placement in general education environments
where opportunities for inclusion with nondisabled peers are systematically
planned and implemented.
 Early intervention programs focus on the development of communication skills,
social interaction, and readiness for formal instruction.

 Programs for elementary-age children with intellectual disabilities balance the

curriculum between academics and functional skills. Focus in often on:
 Academic skills
 Self-help skills
 Social skills
 Communication skills
 Motor development skills

 Programs for adolescents with intellectual disabilities focus on transition to

adulthood by placing emphasis on:
 Increasing the individual’s personal independence
 Enhancing opportunities for participation in the local community
 Preparing for employment
 Facilitating a successful transition to the adult years

Assistive Technology
- refers to devices, equipment, or systems that help individuals with disabilities perform
tasks they might otherwise find difficult or impossible. These devices can support
various aspects of life, including communication, mobility, learning, and daily living.
Here are examples of common assistive technology devices that help individuals
adapt to their environments at home, school, and within the family setting:
1. Communication Devices
  Speech Generating Devices (SGDs): Allow individuals to communicate by
selecting words or symbols that the device speaks aloud.
 Hearing Aids: Amplify sounds for individuals with hearing impairments.
 Picture Exchange Communication Systems (PECS): Use pictures or symbols
to help individuals express needs, desires, and thoughts.
 Text-to-Speech Software: Converts written text into spoken words, helpful for
individuals with reading difficulties or visual impairments.
2. Mobility Aids
 Wheelchairs: Help individuals with limited mobility navigate their environment.
 Walkers: Provide support and stability for individuals with walking difficulties.
 Scooters: Electric mobility scooters offer independence for individuals with
limited mobility.
 Canes and Crutches: Support walking and balance for those with temporary or
permanent mobility impairments.
3. Learning and Educational Devices
 Computers/Tablets: Assistive software and apps on computers and tablets help
with reading, writing, and learning. Examples include speech-to-text and word
prediction software.
 Audio Books: Allow individuals with reading disabilities or visual impairments to
access books and educational materials.
 Screen Readers: Software that reads aloud text displayed on a computer
screen, useful for people with visual impairments.
 Interactive Whiteboards: Enhance learning experiences by allowing tactile
interaction with content.
4. Daily Living Aids
 Smart Home Devices: Devices like voice assistants (e.g., Amazon Alexa,
Google Home) help with tasks such as controlling lights, setting reminders, and
making phone calls.
 Adaptive Kitchen Tools: Modified utensils, cutting boards, and easy-grip tools
for individuals with limited dexterity.
 Medication Management Systems: Devices that remind individuals to take
medication or automatically dispense the correct dosage.
  Environmental Control Units (ECUs): Allow individuals with physical
impairments to control their home environment, such as lights, doors, and
appliances, through voice or switches.
5. Sensory Aids
 Noise-Canceling Headphones: Help individuals with sensory processing
difficulties by reducing background noise.
 Weighted Blankets: Provide calming pressure to help individuals with anxiety or
sensory processing disorders.
 Textured or Visual Stimulation Tools: Provide sensory input that helps
individuals stay engaged or calm.
6. Work and Vocational Aids
 Adapted Keyboards and Mice: Specialized input devices for individuals with
motor impairments, such as large-key keyboards or one-handed mice.
 Job Coaching Software: Software that provides step-by-step instructions or
prompts to help individuals with intellectual disabilities in the workplace.
 Speech-to-Text Technology: Converts spoken words into text, assisting with
writing tasks.
7. Safety Devices
 GPS Tracking Devices: Used to track the location of individuals with cognitive
impairments or those at risk of wandering.
 Emergency Alert Systems: Allow individuals to call for help in case of
emergencies with a press of a button or voice command.

GROUP MEMBERS:
VALDEZ, BEA SELINA
MABBORANG, NICOLE
LABUGIN, MARIA ANGELA
LAXA, JOSH ALECK
PASCUAL, CHRISTIAN JOY
BUSCAS, ROVELYN