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Introduction
Developmental disorders are a group of conditions that affect people’s growth and the ability to complete normal tasks. A good example is that of intellectual disability (ID) and individuals who have limitations in various functional competencies. Researchers and scholars in the fields of genetics and psychology have been keen to study these disabilities and offer timely guidelines to meet the needs of the affected individuals. This report presents a detailed analysis of ID, the progress made so far regarding the disease, and some of the best initiatives to support more people with the condition and their respective family members.
Intellectual Disability: Background
ID is presently one of the common developmental conditions affecting many people in different parts of the world. González et al. (2018) reveal that the United States has around 6 million citizens who have this disability. Purugganan (2018) defines it as a condition characterized by reduced intelligence and lack of the required competencies to complete various activities that are essential in life. Due to the diminished intelligence quotient (IQ), such people will find it hard to make practical decisions or solve emerging challenges (Koenderink, 2018). They might be unable to learn or reason effectively. Additionally, some might lack the relevant competencies that support their adaptive behaviors. For example, they are unable to relate positively to others, communicate, and engage in self-care.
Signs of Intellectual Disability
Most of the signs associated with ID emerge when a child is in his or her infancy. However, some become recognizable when an individual starts to attend school. Such signs are observed in adults who have different types of IDs. Some of the common ones include trouble communicating or talking, rolling over, walking late, and crawling (Axmon et al., 2018). Some affected children might be unable to master normal activities such as self-feeding, dressing, and potty training. Such individuals take long before remembering things and even fail to connect consequences with actions (Koenderink, 2018). Explosive tantrums are common in individuals with ID. In advanced cases, the affected child encounters various medical problems that require immediate medical attention, such as mood disorders, vision problems, anxiety, and autism.
Having interacted with someone who has an ID, I have realized that such individuals take a long to trust others. Some of these patients are pessimistic and unwilling to share much with their relatives or friends. Most of them encounter diverse challenges when trying to communicate with their community members and relatives due to various factors, such as language barriers and discrimination (Angelka & Goran, 2018). I have also observed that such an individual requires constant guidance and empowerment to complete the intended roles efficiently. These personal examples explain why members of the wider community need to collaborate and provide personalized support to such individuals.
Developments in Intellectual Disability
Within the past century, numerous findings have emerged from different studies to explain the nature of the intellectual disability. Initially, ID was identified by many scholars as a form of mental retardation. However, Axmon et al. (2018) indicate that some of the researches completed in the recent past have revealed that individuals with ID require personalized instructions and training to learn how they could complete a wide range of activities (Centers for Disease Control and Prevention, n.d.). The most important consideration is for professionals involved in the field to remain patient until desirable results are recorded. Behavioral therapists have revealed that most of the children who have ID could benefit from appropriate and timely interventions (Jen-Yi et al., 2015). Educationists and psychologists can be involved to offer the relevant social and practical skills that can make it easier for them to relate positively with others and focus on the best activities to solve their problems. However, such support strategies need to be personalized to ensure that desirable results are recorded within the stipulated period.
The cause of ID is an area that attracts the attention of many scholars and researchers. For instance, Angelka and Goran (2018) indicate that genetic conditions have the potential to trigger such conditions. Analysts have identified some risk factors and behaviors that could trigger the development of ID during pregnancy, such as malnutrition, preeclampsia, and prolonged alcohol and drug use (Jen-Yi et al., 2015). The deprivation of oxygen to a child during birth could also result in the development of this condition. While these aspects have been linked to ID, over 60 percent of all ID cases do not have identifiable causes (Jen-Yi et al., 2015). This knowledge explains why future scholars should be ready to complete additional studies and present more information that can guide stakeholders and behavioral therapists to provide the relevant care and empowerment.
Available Services and Support
The passage of the Individuals with Disabilities Education Act (IDEA) presented numerous opportunities to ensure that all school-going children with various disorders and ID were allowed to access high-quality and free educations. Professionals in learning institutions should formulate Individualized Education Programs (IEPs) that can guide them to offer personalized instructions and support to students (González et al., 2018). Most of the emerging ideas have supported the importance of accommodations, adaptations, and resources to ensure that children with ID record meaningful outcomes in their respective classes. Parents, guardians, and teachers should be involved to guide the affected young individuals to learn some form of independence, be involved in teamwork, and offer relevant moral and emotional support.
Depending on the progress the beneficiaries make, professionals should consider the importance of special training, the power of assistive devices, proper counseling, and speech therapy. Such measures will prepare the individual and guide him or her to have a good life. Natural support is also necessary at the workplace to meet the demands of employees who might be having ID. Therapy should be provided continuously to ensure that such individuals can cope and pursue their goals in life without any form of intimidation and discrimination (González et al., 2018). Working environments should have the relevant resources, tools, and opportunities that will empower such people to complete their tasks efficiently. Members of society need to help these individuals, offer the relevant assistance, and guide them to focus on their goals when necessary. Such practices will guide and encourage them to remain optimistic and eventually become successful members of the community.
Conclusion
The above discussion has identified ID as a group of developmental disorders that result in cognitive and adaptive challenges. The outstanding limitation of existing research is that it does not offer a detailed analysis of the major causes of ID since some cases remain unknown. This gap in literature should guide future scholars and theorists to dig deeper and present additional information about ID and how to help the affected individuals. A proper understanding of the issues associated with ID will guide parents and teachers to offer timely support to more children and prepare them for more complex tasks later in life. Such achievements will make it easier for them to pursue their goals diligently.
References
Angelka, K., & Goran, A. (2018). Learning problems in children with mild intellectual disability. International Journal of Cognitive Research in Science, Engineering and Education, 6(1), 31-38.
Axmon, A., Björne, P., Nylander, L., & Ahlström, G. (2018). Psychiatric diagnoses in older people with intellectual disability in comparison with the general population: A register study. Epidemiology and Psychiatric Sciences, 27(5), 479-491.
Centers for Disease Control and Prevention. (n.d.). Facts about intellectual disability. 2020. Web.
González, A. M. A., Alonso, M. A. V., Álvarez, M. I. C., Macho, P. N., & Romero, V. A. (2018). Psychoeducational assessment of students with intellectual disability: Professional-action framework analysis. Psicothema, 30(1), 39-45. Web.
Jen-Yi. L., Krishnasamy, M., & Der-Thanq, C. (2015). Research with persons with intellectual disabilities: An inclusive adaptation of Tourangeau’s model. Alter, 9(4), 304-316. Web.
Koenderink, F. (2018). Intellectual disability among children everywhere: How to provide good institutional care. Orphanage Projects.
Purugganan, O. (2018). Intellectual disabilities. Pediatrics in Review, 39(6), 299-309. Web.
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