intellectual disabilities

End the R Word: Celebrate Individuals

intellectual disabilities the r word

Here is a fabulous article I came across, which sums up why the r word is hurtful and should not be used. Remember the importance of people first language. No one is their disability or should be labeled as such. Instead say a boy with ‘____.’ Fill in the blank or change the name, but people are so much more than any diagnosis. We are all complex individuals who are so much more than anyone word. The best word to describe anyone is their name or at the very least their gender or a complete general, like person.

Also the r word can be hurtful when used in ways that do not apply to an actual person but just as an adjective to describe something negatively.  Don’t make a diagnosis part of a punch line because real people are out there fighting the internal and external battles that go with that punch line. Using such words is just part of adult bullying and really we as individuals should rise to a place above such meanness.

Try reading this well written article about a man who has been fighting the battle of ending the ‘r’ word.

 Article Related to ‘End the R Word: Celebrate Individuals’

End the R-Word

Intellectual Disability and Different Intelligences

Intellectual Disability and Defining Intelligence

intellectual disability

Intellectual Disability: Smoothing the Adulthood Transition

Parents face many decisions when their child with an intellectual disability reaches adulthood. The social and ethical decisions that the parents of these children must make is monumental. Even the society in which we live must pay attention to the care that these individuals receive throughout their life. Before a child with an intellectual disability can become a successful adult, those around them need to stop, step back, and make honest decisions about the future. Of course hoping for the best for an individual with an intellectual disability and continuing to push all individuals farther is ideal, but there also needs to be a realistic perspective of the situation.

intellectual disability

Here are some things to consider in helping their child with an intellectual disability find success in adulthood:

1) Is the child is ready?

2) Do they have the skills to take on the responsibility of adulthood?

3) Where will they live? How much support will they need in this environment?

4) Will they work? If so, where?

5) How will they receive the support necessary to live a fulfilling and safe adulthood?

These questions may lead the parent to feeling overly protective and/or all alone. As a teacher and friend, it is important to provide support for families as they go through this transition. If you are a professional, it is also important to give a realistic evaluation of the child and direct the family to the appropriate services. Throughout the transition for childhood to adulthood, it is important to work as a team to find the best solutions and strategies to support the individual with the intellectual disability to find success in adulthood.

Articles Related to ‘Intellectual Disability: Smoothing the Adulthood Transition’

Transition to Adulthood: How to Ease the Transition and Plan Ahead

Intellectual Disability: Welcome to Adulthood

Intellectual Disability and the Adulthood Transition

transition to adulthood

Transition to Adulthood: How to Ease the Transition and Plan Ahead

Planning the Transition to Adulthood

There are many factors to take into account when planning a student transition to adulthood. This transition can be compounded when intellectual disabilities are involved. Here are some things to consider in making the transition to adulthood more student lead:

• Designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (included supported employment), continuing and adult education, adult services, independent living, or community participation.

• Based upon the individual student’s needs. The transition plan takes into account the student’s preferences and interests.

• Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation

transition to adulthood

Other Things to Consider in the Transition…

School-to-Work

What help is available for learning disabled adults seeking jobs?

Self-Advocacy

Self-advocacy refers to:

An individual’s ability to effectively communicate, convey, negotiate or assert his or her own interests, desires, needs, and rights.

It involves making informed decisions and taking responsibility for those decisions.

  • The importance of developing self- advocacy skills to access services in the classroom
  • Study Skills are necessary for students to become self-advocates

Transition Skills

You are getting ready for some major changes in life.

  • What are they and how will you get there?
  • What do you need to do to be successful at what you do?

Patience

We all make mistakes.

Support Network

Friends and family to get you back on your feet can truly make a difference of conquering your goals.

Ways to make friends

  • Develop hobbies
  • Sports
  • Any extracurricular clubs
  • Jobs
  • Church
  • Volunteer work

Communication

In the workplace, there is a need to know for appropriate response, like:

  • What is OK to say
  • What is appropriate conversational distance
  • What tone is correct for the situation

Good Behavior

  • Maintaining attention
  • Listening
  • Taking turns
  • Being polite
Related Articles to ‘Transition to Adulthood: How to Ease the Transition and Plan Ahead’

Self-Advocacy: Why It’s Part of the Transition

Intellectual Disability: Welcome to Adulthood

intellectual disability

Intellectual Disability: Definition and Controversy of Students

An intellectual disability not only effects an individual’s abilities, but the label of ‘intellectual disability’ can also hurt a child, especially when using the terms ‘mental retardation’ to diagnose the student. Although intellectual disability is starting to readily replace mental retardation, there is still controversy. Here are some things to consider when labeling a child.

An intellectual disability is defined as

A broad concept encompassing various cognitive deficits, including mental retardation (MR), deficits too mild to properly qualify as MR, various specific conditions (such as specific learning disabilities), and problems acquired later in life through acquired brain injuries or neurodegenerative diseases like dementia. Intellectual disabilities may appear at any age.

intellectual disability

Issues surrounding the definition and classification of students with Intellectual Disabilities:

  • Look first at the individual
  • Although labels are a predominantly a strong social factor, it seems that it not only hurts the children to label them, but also the words ‘mental retardation’ even intellectual disability can be harsh to parents and children
  • The word ‘retarded’ is link with so many other negative things in our society making it hard for families to except this label
  • Labels are needed to access not only where the child is at but also what is actually the reason for the child’s special services
  • A label can help to find ways to better serve the child and better understand their development.

It is really hard to know how to appropriately address a child when you do not know the history of the child including their diagnosis, but at the same time the specific label ‘mental retardation’ seems to be the worst label in our social context because of how else those words are used.

Articles Related to ‘Intellectual Disability: Definition and Controversy of Students’

Intellectual Disability: Definition and Classification of Students

Intellectual Disability: Introduction to Mental Retardation

Intellectual Disability: How to Find Identification

 

 

 

intellectual disability

Intellectual Disability: Definition and Classification of Students

There are multiple issues surrounding the definition and classification of students with an intellectual disability. It is important to consider this aspect as it relates to special and regular educators as well as parents of children with an intellectual disability.

Definition of Students with an Intellectual Disability

Intellectual disabilities also referred to as Mental retardation (MR) is a generalized disorder appearing in childhood. It is characterized by significantly impaired cognitive functioning. It is often defined as an IQ score under 70. Once focused almost entirely on cognition, the definition now includes both a component relating to mental functioning and one relating to individuals’ functional skills in their environment. As a result, a person with a below-average intelligence quotient may not be considered mentally retarded.

intellectual disability

Classification of Students with an Intellectual Disability

There was an overwhelming feeling that it is most important to look first at the individual. Although labels are a predominantly a strong social factor, it seems that it not only hurts the children to label them, but also the words ‘intellectual disability’ can be harsh to parents and children. Not only do people receive the label intellectual disability but sometimes also mental retardation. The label ‘retardation’ has many negative associations beyond a special needs label. Labels are needed to access not only where the child is at but also what is actually the reason for the child’s special services. This can help to find ways to help the child and better understand the child’s development. It is really hard to know how to appropriately address a child when you do not know the history of the child including their diagnosis, but at the same time the specific label ‘mental retardation’ seems to be the worst label in our social context because of how else those words are used. Intellectual disability may help to bridge the gap and the next term they use may be even better, but truly individual’s need to learn to appreciate their differences in order for stereotypes to disappear.

 Articles Related to ‘Intellectual Disability: Definition and Classification of Students’

Intellectual Disability: Introduction to Mental Retardation

Intellectual Disability: How to Find Identification