Intellectual Disability

Information

INTELLECTUAL DISABILITY

Children develop at different rates– some learn very slowly. This could be because they have an intellectual disability. 

• Intellectual disability is defined as having all of the following before 18 years of age:

  • IQ below 70 (average IQ is 100)
  • Significant difficulty with daily living skills including…
  • Looking after themselves (self-care)
  • Communicating and taking part in activities with others
  • Intellectual disability may also be called cognitive disability or mental retardation. About 2 to 3 percent of the population has an intellectual disability.
  • It is important to remember that each person is unique regardless of their IQ score. Everyone has their own personality with areas of strength and barriers.
    • Example: Some of us are great at math but have difficulty with spelling.
  • In most cases a person with an intellectual disability:
    • Learns and processes information more slowly than people without an intellectual disability.
    • Has problems processing abstract things such as, money or time.
    • Has a hard time understanding interpersonal interactions.
  • You may have heard of levels of intellectual disability such as mild, moderate or severe. These levels (based on IQ) serve as a guide to the level of support needed for the individual.
  • The following factors will also determine the way a person functions in their life:
    • Personality
    • Coping skills
    • Physical, social or sensory disability
    • Support from family, friends or community
    • What is demanded of them at home or work, etc.
  • Person with a MILD Intellectual Disability (IQ between 50 and 70)
    • May learn to read and write depending on the educational support they were given.
    • They may be self conscious about reading so you must be sensitive when asking them to read or complete paperwork.
    • May find it difficult to follow social rules. They may sometimes behave awkwardly or inappropriately in social situations.
    • Can be involved in their families and the community.
    • May marry and raise children with support from family and services.
    • May have a job with or without supported employment.
    • May live independently with support or services.
  • Person with MODERATE Intellectual Disability (IQ between 35 and 50)
    • Will enjoy a range of activities with family and friends.
    • May be able to learn to travel on public transportation, but may have difficulty.
    • May learn to recognize isolated words such as, “ladies” or “men”.
    • Will be likely to understand daily schedules with visual prompts such as charts.
    • Will need lifelong support in planning and organizing their lives.
    • May be independent in personal care (hygiene, dressing, bathing) if taught and practiced and has no other disability.
  • Persons with SEVERE or PROFOUND intellectual disability (IQ between 20 and 35)
    • Will usually recognize familiar people.
    • Will rely on facial expression, gestures and body language to communicate.
    • Have little or no speech
    • Will require lifelong help with personal care tasks and using community services.

  TIPS TO HELP COMMUNICATE WITH A PERSON WITH INTELLECTUAL DISABILITIES:

  • Make sure you have the person’s attention- use their name and eye contact
  • Assume the person can understand you and adjust your level of communication based on how they respond
  • Do not speak to the person as if they were a child- use simple, clear words and short sentences
  • Be patient and wait for them to respond, giving them time to process your words.
  • Check if they understood by asking them to rephrase– often they will say “yes” when asked if they understand to avoid being embarrassed.
  • Use a respectful tone– don’t assume raising your voice will help.
  • If not understood, try repeating or using different words.
  • Don’t pretend to understand– it is OK to say “I’m sorry; I don’t understand what you are saying.”
  • Is there another way to communicate? Use “Yes” or “No” questions, pictures, gestures, or sign language.
  • Ask if it is OK to allow another person who is familiar to the person to help with communication.