Chapter Five
Individuals With Intellectual
Disabilities or Mental Retardation
Defining Intellectual Disability:
An Evolving Process
1961 AAIDD
 1973 AAIDD
 1983 AAIDD
 1992 AAIDD
 2002 AAIDD
 2010 AAIDD

Definition
Definition
Definition
Definition
Definition
Definition
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Defining Intellectual Disability
or Mental Retardation
1961 AAIDD definition
 “Subaverage general intellectual functioning
which originates during the developmental
period and is associated with impairments in
adaptive behavior.”
1973 AAIDD definition
 “Significantly subaverage general intellectual
functioning existing concurrently with deficits
in adaptive behavior, and manifested during
the developmental period.”
1983 AAIDD definition
 “Significantly subaverage general intellectual
functioning resulting in or associated with
concurrent impairment in adaptive behavior
and manifested during the developmental
period.”
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Defining Intellectual Disability
or Mental Retardation
1992 AAIDD definition
“Significantly subaverage intellectual functioning,
existing concurrently with related limitations in
two or more of the following applicable adaptive
skill areas: communication, self-care, home living,
social skills, community use, self-direction, health
and safety, functional academics, leisure, and
work. Mental retardation manifests before age
18.”
 It portrays intellectual disability as a relationship
among three key elements: the individual, the
environment, and the type of support required for
maximum functioning in various settings.
 It stresses functioning in one’s community rather
than just focusing on the clinical aspect of the
individual such as IQ score or adaptive behavior.

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Defining Intellectual Disability
or Mental Retardation
2002 AAIDD definition
 “Mental retardation is a disability
characterized by significant limitations both in
intellectual functioning and in adaptive
behavior as expressed in conceptual, social,
and practical adaptive skills. This disability
originates before age 18.”
 Limitations in present functioning must be
considered within the context of community
environments typical of the individual’s age,
peers, and culture.
 With appropriate personalized supports over a
sustained period, the life functioning of the
person with an intellectual disability will
generally improve.
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Defining Intellectual Disability
or Mental Retardation
2010 AAIDD definition
The term mental retardation is replaced by the more
contemporary label, intellectual disabilities.
 Developed by a committee of eighteen medical and legal
scholars as well as policymakers, educators, and other
professionals, the 2010 definition emphasizes the abilities
and assets of individuals with intellectual disabilities rather
than their deficits or limitations.
 Intellectual disabilities are viewed as a state of functioning
rather than an inherent trait. As in earlier definitions, one
of the goals of the 2010 definition is to maximize support
services so as to allow persons with intellectual disabilities
to participate fully in all aspects of daily life.

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Adaptive Skill Areas
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Assessing Intellectual Ability
Assessment tools:


Wechsler Intelligence Scale for Children, 4th Edition
(WISC-IV)
Stanford-Binet Intelligence Scale (5th ed.)
Potential problems:



Potential for cultural bias
Flexibility of IQ scores
Overemphasis on IQ score
Watch this video to learn more about
diagnosing students with intellectual
disabilities
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Assessing Adaptive Behavior
Adaptive behavior is seen as “the degree to
which, and the efficiency with which, the
individual meets the standards of maturation,
learning, personal independence, and/or
social responsibility that are expected for his
or her age level and cultural group.”
(Grossman, 1983, p. 11)
Assessing Adaptive Behavior

Considers the context of the individual’s
environment and cultural influences
Assessment Tools:


AAMR Adaptive Behavior Scale-School
AAMR Adaptive Behavior Scale-Residential and
Community
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Classification of Individuals With
Intellectual Disabilities



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Etiological perspective- consequence of
disease processes or biological defects
Intellectual deficits- classification based on
IQ score
Educational perspective- use of outdated
terms to distinguish a children’s level of
ability to learn academic or employment
skills
Levels of supports- definitions have shifted
to an emphasis on the level of supports that
an individual needs rather than IQ score
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Brief History of the Field
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Early civilizations
The Middle Ages
Early optimism (early nineteenth century)
Protection and pessimism (late nineteenth
and early twentieth centuries)
Emergence of public education for students
with intellectual disabilities
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Prevalence of Intellectual
Disabilities



Over 476,000 students between the ages of
6-21 were identified as having intellectual
disabilities during the 2008-2009 school year.
These students represent approximately 8%
of all pupils with disabilities and about 1% of
the total school age population.
The number of students identified as having
intellectual disabilities has decreased over
the years.
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Etiology of Intellectual Disabilities
or Mental Retardation
Prenatal (before birth)

chromosomal, maternal infections, environmental
factors, unknown influences
Perinatal (during birth)

gestational disorders, neonatal complications
Postnatal (after birth)

infections and intoxicants, environmental factors
To learn about people with Down Syndrome view
the following video: Down Syndrome in the 21st
Century
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Prevention of Intellectual
Disabilities and Mental
Retardation
Prevention Levels:
 Primary (before onset or occurrence)
 Prenatal care, genetic testing, ultrasound
 Secondary (reduce risk factors)
 Newborn screening
 Tertiary (interventions)
 Aimed at maximizing the quality of life
for a person with a disability
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Characteristics of Individuals With
Intellectual Disabilities or Mental
Retardation
Learning
Characteristics
-attention
-memory
-academic performance
-motivation
-generalization
-language development
Social and Behavioral
Characteristics
-poor interpersonal
skills
-socially appropriate
interactions
-difficulty establishing
and maintaining
friendships
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Educational Considerations

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
Functional academics/functional curriculum
Community-based instruction
Standards-based instruction
IEP teams must consider:
student and family preferences, student’s
age and years left in school, rate of learning,
current and future settings, other skill needs
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Effective Instructional Techniques
 High
expectations
 Task analysis
 Cooperative learning
 Scaffolding
 Inclusion strategies:
Modify instruction, materials, and assessments
 Teach organizational skills
 Monitor progress of all students
 Collaborate with families

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Services for Young Children With
Intellectual Disabilities

Early intervention can be defined as the
services and supports rendered to children with
disabilities or those who evidence risk factors,
younger than age 3, and their families.

Early intervention represents a consortium of
services—not just educational assistance but
also health care, social services, family
supports, and other benefits.
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Transition Into Adulthood
Transition planning
 Independent living
 Employment
 Sheltered workshop
 Supported competitive employment
 Job coach
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Adults With Intellectual
Disabilities
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Integration in all aspects of daily life with
nondisabled peers
Self-determination: decision-making capacity
must be fostered
Self-advocacy: encourage people with
intellectual disabilities to advocate for their
own wants and needs
Watch this video to learn about a woman with
intellectual disabilities: Intellectual Disabilities
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Family Issues
Families with a child with intellectual
disabilities may experience a wide range of
concerns and often rely on a support network
made up of friends and family members in
addition to parent organizations and
professional groups.
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Issues of Diversity
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Overrepresentation of minority students in
special education programs
Culturally biased assessment tools and
practices
Teacher expectations
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Technology and Individuals With
Intellectual Disabilities

Instructional technology: any device
that supports the teaching/learning
process, such as a computer or
television

Assistive technology: technology that is
specially designed to assist persons
with disabilities
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Trends, Issues, and Controversies
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Genetic testing
Quality of life
Attitudinal changes
Technology and medical advances
Inclusive education
Increased self-advocacy and selfdetermination
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