Mild Intellectual/Developmental DisabilityThis is a featured page


Intellectual /Developmental Disability

Description

 Mild Intellectual Disability: a learning disorder characterized by:

(a) an ability to profit educationally within a regualr class with the aid of considerable curriculum modification and supportive service;

(b) an inability to profit educationally within a regular class because of slow intellectual development;

(c) a potential for academic learning, independent social adjustment, and economic self-support. (Ontario Ministry of Education)
Many factors associated with mild intellecutal disabilities correlate with learning difficulties. A variety of assessment methods are used to identify mild intellectual disabilities and include; IQ scores or percentiles, adaptive skills tests, skills-based assessments, and levels of academic achievement.
Developmental Disability: a severe learning disorder characterized by:

(a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development;

(b) an ability to profit from a special education program that is designed to accommodate slow intellectual development;

(c) a limited potential for academic learning, independent social adjustment, and economic self-support. (Ontario Ministry of Education)
Students who have developmental disabilities are a highly heterogeneous group with a wide range of learning strengths, needs, and abilities. They may exhibit one or more of the following characteristics: significant impairment of general cognitive functioning; severe delay in academic skills in all areas when compared to skills of their chronological peers, significant impairment of adaptive functioning (eg. self-help, social interaction).
Students with mild intellectual disabilities may demonstrate the following delays in cognitive development: literacy and numeracy levels that are typically three or more years below their age-appropriate placement; a tendency to be distracted easily; short attention and interest spans; difficulty with all academic subjects; delays in speech and/or language acquisition; difficulty remembering.
Students with developmental disabilities may exhibit the following observable characteristics:

  • delay in acquiring speech and/or language, and non-verbal skills
  • delay in gross and/or fine motor coordination
  • associated physical/medical conditions
  • short attention and interest spans
  • confusion with abstract and figurative language
  • tendency to interpret language literally
  • need for support with personal care skills
  • need for support with socially acceptable behaviour
  • need for support with changes in routine
  • need for support to establish a positive self-image

http://educ.queensu.ca/~adaptech/exceptionalities/intellectual.htm

Additional Resources

 (1) Ontario Curriculum Unit Planner Special Education Teacher Companion at: http://www.ocup.org/resources/documents/companions/speced2002.pdf
(2) Canadian Association for Community Living
http://www.cacl.ca/
(3) Community Living Ontario
http://www.communitylivingontario.ca/



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