“A low IQ was the most important criterion for a diagnosis of intellectual or mental disability (previously called mental retardation), usually an IQ below 70. However the unreliability and invalidity of IQ tests, especially regarding certain groups of people, lead to the inclusion of other criteria. These include limitations in certain mental abilities and adaptive behavior, given the person’s age and sociocultural background” (American Psychiatric Association, 2013)
Intellectual disability occurs along dimensions of mild, moderate and profound. However, the functioning of people in the different categories may differ widely. The following factors place people at risk for intellectual disability:
Consequently, programmes often have to be designed to fit the educational and developmental level of each individual child. Most psychosocial programmes focus on teaching the necessary skills and abilities to the child, such as language and social skills, personal care and hygiene, and providing support to parents and other caregivers. Medication is often necessary to control behavior such as compulsions, aggression, self-injury or hyperactivity. The effectiveness of the treatment programme will depend on the severity of the child’s condition, parental participation and implementation, family stability and formal social support.
However, intellectual disability may be largely prevented or reduced in severity, if proper precautions are taken. This includes appropriate prenatal care and prenatal screening, adequate nutrition and health care, and creating stimulating environments for children.
For some children with an average to above-average intelligence, school is a nightmare; although they believe they are doing their duty, results are just not forthcoming. This inevitably leads to disapproval – even rejection – by teachers and teasing from their peers. This in turn, may have devastating effects on their self-esteem and academic self-confidence. Many children ultimately suffer from depression or anxiety. Some withdraw from social interaction, while others act out in school (e.g. through aggressive or disruptive behavior).
There is a good chance that such children may suffer from a learning disability. A learning disability affects the manner in which individuals with average to above-average intelligence take in, retain, or express information. Incoming or outgoing information becomes scrambled as it passes between the senses and the brain. Therefore, limitations in speech, reading, writing or numeracy are experienced.
This means that specific aspects of school achievement are affected. The child’s performance is significantly lower than expected, given his or her intelligence, age and amount of schooling. It is, however, important to realize that such a diagnosis should not be used as a waste-paper basket for every child who does not do well at school. For example, children who have not been taught properly or lack motivation to learn, do not fall into this category. A learning disability is a distinct diagnostic category in which a child has to meet certain specific diagnostic criteria.
The problem is that learning disabilities are examples ‘silent’ problems in our community, which too often go undiagnosed and therefore untreated.
In an inclusive education system, it means that children with different learning needs including physical, mental, sensory, neurological and developmental impairments, psychosocial disturbances and differences in intellectual ability, are included in mainstream education.
While some children benefit from inclusive education, many children do not. Achievement gains depend on both the severity of the disability and the support services available in the regular classroom. Many classrooms are overcrowded and problems are compounded by the negative attitudes of teachers, parents, and other children. An inflexible curriculum, inadequately trained teachers, inappropriate and inadequate teaching and learning support services, inaccessible or unsafe environments and the non-involvement of parents are also contributing factor.
Parent involvement is of the utmost importance for inclusion to work. This means that parents have to apply this approach from the birth of the child. Social integration from the earliest days and the child’s full participation in family and community life are a preparation for the inclusive school experience and for the life of the community. In addition, parents need to focus on developing acceptable behavior in their children, as well as developing their communication skills as far as possible. Children need to learn acceptable behavior at home, in order to understand and accept discipline at school.
