An intellectual disability poses many research issues relating to identification, terminology, and laws of mental retardation.  Through better understanding these concepts, one can greater appreciate those affected by them and perhaps find ways to resolve them.

Identification of Intellectual Disability

IQ scores, for the population, are found on a normal curve.  Those individuals with Mental Retardation fall two standard deviations from the mean of the population and consist of approximately 2.3% of the population.  For those children, from 1983 to 2002, to be considered mentally retarded, they had to score approximately 70 or less on the Wechsler Intelligence Scale for Children and the Stanford-Biner.  A child that scores above 75 or more on these tests may still be considered mentally retarded, if the clinician indicates that the individuals adaptive skills are greatly impaired due to intellectual functioning.

These IQ tests that children take are often criticized, as they cannot necessarily define a child’s level of functioning.  The tests are based highly on verbal skills and academic functioning, which is correlated with the child’s successfulness at school.   These skills however may not be strictly limited because of cognitive functioning, but rather a result of physical impairments, different cultural background, a bad day, the time, the location, and a number of other variables.  Children’s scores on these tests may also change over time when they undergo intervention.

It is important for all individuals to remember that intelligence is a hypothetical construct.  People assume that it takes a certain level of intelligence to perform the specific tasks on the IQ tests. It is also for people to remember that just because they or their child scored low on the IQ test does not mean that they are limited in their ability to learn. Through intervention, the score can be raised. They may need to work harder than some others, but they too can be very successful.

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Intellectual Disability: Social and Ethical Decisions

As children complete high school, often there are expectations of independence and decisions to make on their next steps.  This transition can be difficult for anyone, especially those with an intellectual disability.  There are many decisions for them to make from this point on, such as living, employment, extra training, and social decisions.  Throughout the rest of their life, they face many choices.  The community can help individuals with an intellectual disability to be successful and meet their needs.

The congress has set up four big goals aimed to make adult-life more accommodating for those with disabilities. With these ideals in mind, those with an intellectual disability have opportunities available to them that are in context with their own limitations.These goals include:

• Equal Opportunity: Equal opportunity includes the chance for those in the United States with disabilities to get higher educations and the chance to live the ideal American life.
• Independence: Independence includes the right for those with disabilities to make their own decisions and assert control over themselves and their environment.
• Inclusion: Inclusion includes the right of those with disabilities to have full participation as a citizen in the U.S. with access to the same community resources, activities, and shelter that their non-disabled peers have access to.
• Productivity: The congress’ idea of productivity includes the right of individuals with disabilities to have jobs where they contribute to their own financial standing, as well as, their families and community.

At eighteen years of age, most individuals gain legal independence, however, if a parent chooses to challenge this, the individual’s rights can be overturned due to mentally competency.  If the individual with an intellectual disability receive independence, they have many choices to make.

• 2.5 percent of individuals with an intellectual disability enroll in post-secondary academic programs after high school
• 5.7 percent enroll in post secondary vocational programs after high school
• 40.8 percent become competitively employed, 14.8 percent live independently
• they earn 8,274 dollars as average annual compensation for workers.

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Each person with a disability is different.  They merely suffer from a common disability, such as an intellectual disability, but in fact are they themselves individuals with their own wants and desires.  It is important for us as teachers, caseworkers, families, and other providers to support them in defining their own life.  It is important to prepare them for the steps they take and then support them throughout their adventure. Many factors contribute to the success of Adults with an intellectual disability.  They include:

• self-determination
• community resources
• social adaptation

As they go through school and therapy, they are often preparing for life after school.  Once they get to the point of adult standing, they need to be able to make decisions, inquire on needs, and search for resources.   They need to be able to keep appointments, go to the doctors, take medicine, get groceries, keep hygiene, and live through daily transitions.  If they are unable to do any of these things, they need to ask for the resources and/or get the appropriate services.
It is important for these individuals to receive support through verbal confirmation and physical resources during their high school to young adult transition and throughout their adult life.  The community can provide ongoing services for those that need continued therapies.  They can also provide accessible resources, such as job placement, social opportunities, and reference material for those with mental retardation.

As a community resource, it is important to find what is appropriate for the individual as each is different. It may be helpful to have specific counselors in their last semester at school to go through their options with them.  They might also need ongoing caseworkers that check-in on them yearly to make sure they are getting the services they desire.  These caseworkers can also help the individuals in service to find job opportunities, social events, and answers to their other questions.  They can give them referrals to the organizations that those in service have not been able to find for themselves.  Some individuals with mental retardation may require supervision for some activities, like cooking, so ongoing respite may be necessary.  The ongoing respite can also help those individuals to feel more independent, as they can live on their own terms with workers that help when necessary.  This resource along with the other one’s desired by the person in service can help the individual with mental retardation find success in living a fulfilling life.

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