INTELLECTUAL DISABILITY
The strategies outlined in this book are suitable for children, and adults with an intellectual disability. Below is some information about intellectual disability, and its impact on the strategies and information supplied in this book.
Having an Intellectual disability is partly a battle with understanding the World to the degree that others without an intellectual disability do, and partly battling society’s views of people with an intellectual disability.
So what is an Intellectual Disability?
Intellectual Disability goes by other names, depending on which country you live in. In the USA the term Mentally Retarded or Mentally Disabled is still used. In the United Kingdom Learning Disability is the description given to this disability. What these names mean is the person has received this diagnosis according to set criteria used in measurement or assessment procedures that have been used by a Clinical Psychologist, Psychiatrist, or other person registered to administer psychometric tests. The most common criteria used is that the persons IQ (Intelligence Quotient) is below 70 to 75 (depending on the specific criteria used), and the person has difficulties in two of ten specific adaptive skills, such as communication, daily living, using transport, school work, etc. There is also a third criterion which states that these difficulties were present before they reached the age of 18 years (again, some criteria use a different age, but almost always this falls between 16 and 18).
Different categories are then used to identify where that individual is placed in the degree to which the intellectual disability affects them. The original categories, though now rarely used, were profound, severe, moderate, and mild. The more common categories used now are based on the level of need the person has for support. This may be ‘needs full support with all aspects of daily life’, or that they just need ‘occasional support’.
People with an intellectual disability are limited by our attitude towards them
Possibly the best approach to how you will support a person with an intellectual disability, is to look at what they can do, rather than what they can’t, then grow these abilities to outweigh any challenges they face. Let’s look at an example to highlight this approach. Let’s say Bob struggles with communicating with others, verbally as well as using signs and gestures. This in turn has isolated Bob from most people, as many see no reason to try and get to know him as he appears to make no attempt to try and communicate in return. However, Bob is very good at art. He can paint and sketch very well. His support person concentrates on encouraging Bob to use this skill, and soon Bob is turning out up to a dozen beautiful pieces of art each week, and enjoying it. His Support Person places some of Bob’s artwork in a local art gallery (with Bob’ permission), and soon people are traveling from all over the city to see Bob’s work.
Many of the fans of Bob’s artwork not only want to purchase it, providing a source of income for him, but also want to meet the artist. Soon Bob makes regular appearances each month at the art gallery to meet those who enjoy his work. Bob is now appreciated for the skills he has, rather than shunned for what he struggles to do well.
Sometimes, particularly with a child or adult greatly affected by the level of their disability, it is difficult to see what skills they do have, as their challenges seem overwhelming. But everyone has something they do well, even if that is only their presence that brings happiness – this in itself can be a huge gift to others.
People with an intellectual disability are also often restricted to only being functional with limited activities, because they have never been given exposure to the full range of activities that others have. How can they learn those skills, if people do not let them try because “They have a disability – and so won’t be able to do it”? In my career I have also often heard the term “Don’t set them up to fail”, in other words, they don’t want to give them the opportunity to try something, just in case they can’t do it to the same level others can. I particularly despise that approach, it is very limiting and disrespectful of people’s goals and ambitions, and it can only do harm and highlights the ignorance of people who have little understanding of people with disabilities.