What is Intellectual Disability? Intellectual disability (ID) and related terminology have evolved over time to reflect the legal and social gains made by individuals with such a disability and their families. ID is characterized by significant limitations in intellectual functioning (e.g., reasoning, learning, and problem solving); significant limitations in adaptive behavior (i.e., conceptual, social, and practical skills in everyday life); and onset in childhood (before the age of 18 years; American Association on Intellectual and Developmental Disabilities (Disabilities, 2017). Intellectual disability is a particular state of functioning that begins in childhood and is characterized by limitations in both intelligence and adaptive skills (Janet W. Lerner, 2015). Terms No Longer Used One of the major shifts in the early 1980s was a move toward person-first language, reflecting the idea that the disability does not define the person. Terms like individuals with intellectual …show more content…
Adaptive functioning are skills required for day to day living. A child who struggles with dressing oneself and feeding themselves would be displaying signs of ID. Children who fail to meet developmental and sociocultural standards for personal independence and social responsibility have limited functioning in one or more daily life activities (e.g., communication, social participation, and independent living) across settings–in the home, school, work, and
Labeling theory is an issue that has been raised that deserves a closer look. Labeling theory, the impression that the public labels certain people as different from the normal conduct. (Popple and Leighninger, 2011) Everyone labels in society. An actor can be labeled into a certain part thought out his/her career. A boss is labeled horrible for firing one individual. Society uses labels and it defines people. The book brought up two points of labeling that should be explored. The first point is the label of developmental disabilities will give a diagnosis. People who have developmental disabilities have it, and they cannot change the situation. It can be manageable, but there will always be the label. The second point is that the society label and perception of the label. There is a stigma in the public about developmental disabilities. Although more accepted than mental illness, developmental disability has a label of individuals being stupid and slow. Labeling theory can be seen throughout history. Chapter thirteen points out that history can shape individual’s label of developmentally disabilities.
Understanding psychological disorders are very important in human development, the first step is to define what is meant by a disorder. How do psychologists determine that there something is psychologically wrong with a person? What behaviours are abnormal? A psychological disorder, also known as a mental disorder, is a pattern of behavioural or psychological symptoms that impact multiple life areas and/or create distress for the person experiencing these symptoms. A clear sign of abnormal behaviour or mental state is when an individual's behaviour is destructive to themselves or their social group, such as family, friends. Above all psychological disorders create a maladaptive pattern of thoughts, feelings, and behaviours that lead to detriments in relationships and other life areas. There are several ethical issues in treating psychological disorders. There two ways of treating psychological disorders through; psychotherapy this form of treatment involves social interactions between a trained professional (therapist) and client. This is delivered on a one-to-one, face-to-face meeting. Another way of treating psychological disorder is through pharmacological treatments. This is the use of proactive drugs to treat certain disorders. This essay will aim to highlight the pros and cons of using pharmacological and psychological treatments.
416). It is easy to see how a person suffering from these biological abnormalities would exhibit the symptoms of BPD. The psychodynamic approach to understanding BPD cites need that are not met in childhood. In this theory, the caregiver is inconsistent. This inconsistency results in the child not being able to feel secure in the relationship (Boag, 2014). Children who are unable to develop secure relationships are taught that they cannot rely on people, and are therefore insecure in their interpersonal relationships. Cognitive theorists see personality disorders as developing from adaptive behaviors that they have formed that are considered over or underdeveloped in general society (Sampson, McCubbin, and Tyrer, 2006). In this theory people with BPD develop adaptive behaviors, often to inconsistent behaviors of parents (Reinecke & Ehrenreich, 2005). These adaptive behaviors are considered maladaptive, because they work to counteract the inconsistent behaviors of the caregiver, but do not work when the person tries to use them in their everyday life. In the humanistic model, psychologists maintain that people have an ingrained desire to self-actualize (Comer, 2014, p. 53). Children who are not shown unconditional love, develop “conditions of worth” (Comer, 2014, p. 53). These children do not develop accurate senses of themselves; therefore, they are unable to establish identities. Due to their lack of personal identity, they learn to base their self-worth on others. In socio-cultural theorists argue that BPD is due to a rapidly changing culture (Comer, 2014, p. 418). The change in culture leads to a loss of support systems. These support systems help to counteract many of the symptoms of BPD: little or no sense of self, anxiety, and emptiness. Many of these theories relate back to the experiences of people in their childhood. Children develop based on the treatment and security they receive from their caregivers. When there is inconsistent reliability, children
While acknowledging the diverse influences of capitalism, colonialism, urbanization, and industrialization on the perceptions and constructions of intellectual disability, this book also adds a new and significant dimension by including analysis of social and cultural notions of identity, personhood and selfhood.
A child’s development and learning commences from the earliest days of their lives. The unique identity of each individual stems from the relationships with people who provide love, care and emotional support. These relationships can be within the home environment, school playground or with extended family members and friends. Children respond to stimuli which in turn form the ‘internal working model’ (K101, Unit 5). This can be described as how we view ourselves and others within society; it influences what we expect and how we respond to situations.
IDEA lists 13 different disability categories under which 3- through 21-year-olds; autism, deaf-blindness; deafness, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment (including blindness). I found nine disabilities categories in the book; children with learning disabilities, autism spectrum disorders, intellectual and developmental disabilities emotional and behavior disorders, communication, language, and speech disorders, who have special gift and talents, who are deaf or hard of hearing, visual impairments, and physical disabilities, heath impairment,
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
The term ‘spectrum’ reflects wide variation in challenges and strengths passed by each person with autism.
"Disability the facts." New Internationalist Nov. 2013: 20+. Advanced Placement Government and Social Studies Collection. Web. 27 May 2014.
Prior to 1975, educational options for a child living with a mental or physical disability were limited. The family of the handicapped child was most likely forced down an path that lead to the institutionalization of the child and distancing the child from the benefits of receiving a free and public education. It was after federal legislation passed the Rehabilitation Act of 1973 (42 U.S.C. § 1983) that monumental changes began to develop that allowed a better understanding of the needs and capabilities of people with various handicapping conditions. Soon after this legislation, Public Law 94-142, also known as the Education for all Handicapped Children’s Act of 1975 (EHA) would further increase the public awareness by providing a free appropriate public education (FAPE) for children suffering from disabilities. Following the EHA legislation reformations concerning the education of disabled individuals would soon become numerous and legislative acts were passed enabling accommodations for disabled individuals in the fields of vocations and technology. In 1990, President Gerald Ford signed legislation replacing P.L. 94-142 with the Individual with Disabilities Education Act of 1990 (IDEA, 20 USC 1400). By definition, the Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation (US Department of Education, 2011).
Disability can affect development in a variety of ways. It is important that every pupil feels valued and included. Diversity should be welcomed. Children should not be stereotyped because of
The dictionary definition of intelligence is the ability to learn or understand or to deal with new or trying situations, the ability to apply knowledge to manipulate one's environment or to think abstractly as measured by objective criteria (as tests). But this book shows a new perspective of the meaning of intelligence. The definition of intelligence as depicted in the book is having certain attributes that help you become a better individual. Having the qualities of being honest and compassionate. To posses this type of intelligence a person does not need to be smart or have high I.Q, but needs to be able to have happiness and peace in life by being a kind person even if it is in an abstract form. Charlie had this type of intelligence, but after the surgery he began to develop his intellectual intelligence and started to lose his emotional intelligence. He started to forget how to interact with people. Therefore Charlie’s “disability” was not one after all, but it was his greatest
The discussion heightened and we agreed that they were similarities between Intellectual Disability (ID) and Learning Disability (LD).We also know that there are differences. In short ID is an intellectual deficits and LD is an overarching condition that affects learning.
The parent ABAS 3 rating scale was sent home with Isaac to be completed by his mother. Multiple attempts and calls were given to ask Isaac’s mother to complete the rating scales however, the rating scales were not returned. This rating scale measures adaptive or functional skills, which are related to activities of daily living such as hygiene, dressing, basic consumer skills, self-direction, social and community-based skills, etc. This assessment is used to measure the personal and social skills of individuals from birth through adulthood along the developmental sequence in which individuals are expected to develop these independent living skills. Because adaptive behavior refers to an individual’s typical performance on the day-to-day activities required for personal and social sufficiency, these scales assess what a person actually does, rather than what he or she is able to do with assistance. This rating scale assesses the personal and social skills of individuals from birth through adulthood in three general domains: Conceptual, Social, and Practical skills.
Autonomy vs. shame and doubt is Erikson's second stage of development occurs between the first and third years in life. During this stage children learn to be independent by mastering tasks such as feeding a dressing themselves. If children do not develop autonomy during this stage they will doubt their ability and develop a sense of shame. I lived in one foster home from the time I was one and a half to the time my parents adopted me at age three. I believe that I developed during this stage just as well if not better than children who are biological or who are adopte...