Managing Diversity in the Classroom - Intellectual Impairment
What is Intellectual Impairment?
Education QLD (2007) describes intellectual impairment as “a
particular state of functioning” and states “It is not a medical disease or a
mental disorder”.
The American Association on Intellectual and Developmental Disabilities (AAIDD) (2002) has developed an internationally accepted definition and defines Intellectual Disability as “a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18”.
The Queensland Studies Authority (QSA) further defines Intellectual Impairment by describing students in this group being characterized by “significantly below average intellectual functioning”. The QSA also states that students in this group will concurrently present with “deficits in two or more adaptive skill areas” (2007).
Put simply by PlayCARE (2002), “intellectual impairment can affect a person's ability to reason and understand, to acquire skills and master developmental milestones within "typical" age ranges, to problem-solve and adapt to new situations, and to learn and remember as easily as others”.
PlayCARE also advises that in Australia "intellectual impairment" or "intellectual disability" are the preferred terms as demonstrated by their use on official government and education policy documents” and that “The acceptable term to describe a child with this impairment is as "a child with an intellectual impairment".
The American Association on Intellectual and Developmental Disabilities (AAIDD) (2002) has developed an internationally accepted definition and defines Intellectual Disability as “a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18”.
The Queensland Studies Authority (QSA) further defines Intellectual Impairment by describing students in this group being characterized by “significantly below average intellectual functioning”. The QSA also states that students in this group will concurrently present with “deficits in two or more adaptive skill areas” (2007).
Put simply by PlayCARE (2002), “intellectual impairment can affect a person's ability to reason and understand, to acquire skills and master developmental milestones within "typical" age ranges, to problem-solve and adapt to new situations, and to learn and remember as easily as others”.
PlayCARE also advises that in Australia "intellectual impairment" or "intellectual disability" are the preferred terms as demonstrated by their use on official government and education policy documents” and that “The acceptable term to describe a child with this impairment is as "a child with an intellectual impairment".
