INTELLECTUAL DISABILITIES: Developmental Consequences

There are a variety of physical, intellectual, academic and behavioural characteristics associated with having an intellectual disability. Students in this category of exceptionality are often viewed on a continuum, with children who are mildly disabled at one end and profoundly retarded individuals on the other end, we see a number of developmental consequences, which include:

Learning and Memory

Students with intellectual disabilities have difficulty with short term memory. They do not use memory strategies spontaneously. Areas of difficulty include: ability to pay attention, verbal communication, motivation, ability to generalize, and the ability to understand similarities and differences. (Bennett)

Learned Helplessness

Poor short term memory, lack of motivation and a tendency to be off task, leads to a passive pattern where students rely on their teacher or educational assistant to manage everything for them (Bennett).

Social and Emotional Development

Students who are classified as moderate have problems with interpersonal relationships, social concepts, emotional instability and communication. Many cannot “read” a social setting and therefore behave inappropriately. In general, these students are not accepted by their typical peers and often have trouble making friends (Winzer).
 

Speech and Language Problems

Speech disorders affect 55% of the totally population of people with intellectual disabilities. Language levels both oral and written are below the accepted aged norms. Mutism and primitive speech are quite common (Bennett).

Behaviour

Children with intellectual disabilities show a high rate of behavioural disorders compared to their peers. Between 7 and 18% of individuals with intellectual disabilities have co-occurring ADHD (Attention Deficit Hyperactive Disorder). They also have difficulties learning needed skills for non-aggressive problem solving. They experience more frustration and stress, which creates more conflict.

There are 3 types of maladaptive behaviour common to those with intellectual disabilities:

Aggression: The student might be aggressive towards people or things

Self-stimulating Behaviour(S.S.B): The student may display repetitive movements, which have no purpose. For Example: rocking, hand waving, finger/hand sucking as well as some more extensive cases of vomiting, eating feces, disrobing. 

Self-injurious Behaviour (S.I.B): The student deliberately hurting himself. Approximately 10-20% of individuals with an intellectual disability engage in some form of S.I.B. (Winzer).