Intellectual Disability

“There is no greater disability in society, than the inability to see a person as more”. Robert M. Hensel

“Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). This results in a reduced ability to cope independently (impaired social functioning), and begins before adulthood, with a lasting effect on development.” (World Health Organisation)

It is not always possible to know why a person has a learning disability. Sometimes it is because a person’s brain development is affected, either before they are born, during their birth or in early childhood. This can be caused by things such as:

• a mother’s illness during pregnancy
• exposure to toxins and other environmental factors during pregnancy and early childhood
• problems during the birth that stop enough oxygen getting to the brain
• genetic influences passed on from parents that make having a learning disability more likely
• illness, such as meningitis, or injury in early childhood

Disability depends not only on a child’s health conditions or impairments but also on the extent to which environmental factors support or hinder the child’s full participation and inclusion in society.

In assessing for intellectual disability, diagnosis under the DSM-V (Diagnostic and Statistical Manual – 5th Edition) requires that a person’s ability or impairment is considered in 3 areas of adaptive functioning – conceptual, social and practical life skills.

Adaptive functioning skills include:

• Self-Care – bathing, dressing, grooming, and feeding oneself
• Communication Skills – understanding and using verbal and nonverbal language
• Self-Direction – problem-solving, exercising choice, initiating and planning activities
• Social Skills – maintaining interpersonal relationships, understanding emotions and social cues, understanding fairness and honesty, obeying rules and laws
• Leisure Skills – taking responsibility for one’s own activities, having the ability to participate in the community, taking turns, following rules
• Home or School Living – housekeeping, cooking, doing laundry, maintaining living space
• Functional Academics – using reading, writing, and math skills in everyday life
• Community Use – shopping, using public transportation, using community services
• Work – ability to maintain part-time or full-time employment, either competitive or sheltered, ability to work under supervision, cooperate with co-workers, be reliable and punctual, and meet work standards, and
• Health and Safety – ability to protect oneself, responding to health problems

The DSM-V considers the following categories:

Mild intellectual disability
• IQ 50 to 70
• Slower than typical in all developmental areas
• No unusual physical characteristics
• Able to learn practical life skills
• Attains reading and math skills up to grade levels 3 to 6
• Able to blend in socially
• Functions in daily life

Moderate intellectual disability
• IQ 35 to 49
• Noticeable developmental delays such as speech, motor skills
• May have physical signs of impairment
• Can communicate in basic, simple ways
• Able to learn basic health and safety skills
• Can complete self-care activities
• Can travel alone to nearby, familiar places

Severe intellectual disability
• IQ 20 to 34
• Considerable delays in development
• Understands speech, but little ability to communicate
• Able to learn daily routines
• May learn very simple self-care
• Needs direct supervision in social situations

Profound intellectual disability
• IQ less than 20
• Significant developmental delays in all areas
• Obvious physical and congenital abnormalities
• Requires close supervision
• Requires attendant to help in self-care activities
• May respond to physical and social activities
• Not capable of independent living

Many people with an intellectual disability can work, have relationships, live alone and get qualifications. Other people might need more support throughout their life.