Definition:
The IDEA 2004 (Individuals with Disabilities Education Act) definition of Intellectual Delay is, "a condition resulting in significantly below average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming" (IDEA-Building the Legacy of IDEA 2004, 2006).
Research from The Arc states, "The terms "developmental disability", "cognitive disability" and "intellectual disability" are also used. In 2006 the American Association on Mental Retardation changed the name of the organization to American Association on Intellectual and Developmental Disabilities. Studies show that somewhere between one (1) percent and three (3) percent of Americans have intellectual disabilities. There are many causes of intellectual disabilities, factors include physical, genetic and/or social. The most common syndromes associated with intellectual disabilities are autism, Down syndrome, Fragile X syndrome and Fetal Alcohol Spectrum Disorder (FASD).Common causes occur from genetic conditions (Down syndrome and Fragile X syndrome are examples), problems during pregnancy (a pregnancy of the mother who drinks alcohol while pregnant can result in FASD), problems at the time of birth, health problems such as whooping cough, measles or meningitis and exposure to environmental toxins like lead or mercury" (The Arc: Intellectual Disability, 2015). |
“Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” -Albert Einstein |
(2012 Disability Status Report United States, 2014). |
Eligibility:Under the Minnesota State Law, a student is eligible to qualify for Intellectual Delay if of one of two criteria is met:
"The team shall determine that a pupil is eligible as having a DCD and is in need of special education instruction and related services if the pupil meets the criteria in items A and B. A. The pupil demonstrates below average adaptive behavior in school and home, and, if appropriate, community environments. For the purposes of this item, "below average" means: (1) a composite score at or below the 15th percentile on a nationally normed, technically adequate measure of adaptive behavior; and (2) documentation of needs and the level of support required in at least four of the seven adaptive behavior domains across multiple environments. Systematic observation and parent input must be included as sources to document need and level of support. All of the following adaptive behavior domains must be considered: (a) daily living and independent living skills; (b) social and interpersonal skills; (c) communication skills; (d) academic skills; (e) recreation and leisure skills; (f) community participation skills; and (g) work and work-related skills. Other sources of documentation may include checklists; classroom or work samples; interviews; criterion-referenced measures; educational history; medical history; or pupil self-report. B. The pupil demonstrates significantly below average general intellectual functioning that is measured by an individually administered, nationally normed test of intellectual ability. For the purposes of this subitem, "significantly below average general intellectual functioning" means: (1) mild-moderate range: two standard deviations below the mean, plus or minus one standard error of measurement; and (2) severe-profound range: three standard deviations below the mean, plus or minus one standard error of measurement (Minnesota Administrative Rules, 2007)." |
Minnesota Statistics:
(2012 Disability Status Report Minnesota,2014) |
2014-2015 Mankato School District Statistics:DCD Mild/Moderate
(Peterson, 2015). More Statistics:"Approximately 85% of the mentally retarded population is in the mildly retarded category. Their IQ score ranges from 50-75, and they can often acquire academic skills up to the 6th grade. They can become fairly self-sufficient and, in some cases, live independently with community and social support. About 10% of the mentally retarded population is considered moderately retarded with IQ scores ranging from 35-55. They can carry out work and self-care tasks with moderate supervision. They typically acquire communication skills in childhood and are able to live and function successfully within the community in a supervised environment such as a group home. About 3-4% of the mentally retarded population is severely retarded with IQ scores of 20-40. They may master very basic self-care skills and some communication skills. Many are able to live in a group home. Only 1-2% of the mentally retarded population is classified as profoundly retarded with IQ scores under 20-25. They may be able to develop basic self-care and communication skills with appropriate support and training and need a high level of structure and supervision. Their retardation is often caused by an accompanying neurological disorder," (Mental Retardation, 2015).
|
(Children and Youth with Disabilities, 2014)
(Students with Disabilities, 2013)
References:
2012 Disability Status Report Minnesota. (2014). Retrieved from http://www.disabilitystatistics.org/StatusReports/2012-PDF/2012-StatusReport_MN.pdf
2012 Disability Status Report United States. (2014). Retrieved from http://www.disabilitystatistics.org/StatusReports/2012-PDF/2012-StatusReport_US.pdf
Children and Youth with Disabilities. (2014, January). Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp
How Prevalent Are Intellectual and Developmental Disabilities in the United States? (2012, March). Retrieved from http://bethesdainstitute.org/document.doc?id=413
IDEA-Building The Legacy of IDEA 2004. (2006 August 3). Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8
Mental Retardation. (2015). Retrieved from http://www.faqs.org/health/topics/37/Mental-retardation.html
Minnesota Administrative Rules. (2007). Retrieved from https://www.revisor.mn.gov/rules/?id=3525.1333
Peterson, Deb. (2015). Phone Interview.
Status and Prospects of Persons with Intellectual Disability. (2009). Retrieved from http://www.specialolympics.org/uploadedFiles/LandingPage/WhatWeDo/Research_Studies_Desciption_Pages/Policy_Paper_Status_Prospects.pdf
Students with Disabilities. (2013). Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=64
The Arc: Intellectual Disability. (2015). Retrieved from http://www.thearc.org/learn-about/intellectual-disability
2012 Disability Status Report United States. (2014). Retrieved from http://www.disabilitystatistics.org/StatusReports/2012-PDF/2012-StatusReport_US.pdf
Children and Youth with Disabilities. (2014, January). Retrieved from http://nces.ed.gov/programs/coe/indicator_cgg.asp
How Prevalent Are Intellectual and Developmental Disabilities in the United States? (2012, March). Retrieved from http://bethesdainstitute.org/document.doc?id=413
IDEA-Building The Legacy of IDEA 2004. (2006 August 3). Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8
Mental Retardation. (2015). Retrieved from http://www.faqs.org/health/topics/37/Mental-retardation.html
Minnesota Administrative Rules. (2007). Retrieved from https://www.revisor.mn.gov/rules/?id=3525.1333
Peterson, Deb. (2015). Phone Interview.
Status and Prospects of Persons with Intellectual Disability. (2009). Retrieved from http://www.specialolympics.org/uploadedFiles/LandingPage/WhatWeDo/Research_Studies_Desciption_Pages/Policy_Paper_Status_Prospects.pdf
Students with Disabilities. (2013). Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=64
The Arc: Intellectual Disability. (2015). Retrieved from http://www.thearc.org/learn-about/intellectual-disability
By: Nicole Zitur and Sarah Fischenich