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.

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.

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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.

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.

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Terminology of Intellectual Disability

In 1955, AAMR published its first manual on the definitions and classifications of mental retardation also known as an intellectual disability. It gave a standard deviation of only one below the mean or approximately a score of 85 on an IQ test. This new definition presented many board line cases, which were now being educated in special classes.

There are other changes that have also occurred throughout the history of mental retardation. In the past, these individuals have been labeled feeble minded, morons, educable retarded, trainable retarded, mentally deficient, idiots, cretin, high level, and/or low level. Today they are more often referred to as having mild, moderate, or severe retardation or as an individual with an intellectual disability with needing intermittent, pervasive, extensive, or limited supports.

These labels are often created out of political propaganda and still may not soothe all the individuals affected by the label. Labels also can construct how an individual is perceived. This can limit others expectations on the individual and prohibit others from seeing the person as an equal. Labels can also lead to name calling and psychological scaring.

It is important for teachers and others working with those diagnosed as Mentally Retarded not to overlook the individual. The child’s goals and curriculum should not be geared toward this diagnosis, but rather to the individual’s next steps and needs. It is also important to break social barriers early by helping educate other about what it truly means to have mentally retardation.

People do make the choices to come up with laws, definitions, and terminology.  There is undoubtedly no way to make everyone happy, but it is important to try our hardest to ease the problems associated with each of these subjects labeled with n intellectual disability.

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