Copyright 1996

INTELLECTUAL
 
DISABILITY
A People with intellectual disability form one
abnormal chromosome count resulting in, for
of the largest single disability groups in a
example, Down Syndrome
community Intellectual disability refers to a
general slowness to learn and function within
D. Like everyone else, people wilh an
society, and the identification of intellectual
intellectual disability need a rewarding job, a
disability is usually based on an assessment of
satisfying place to live and a good social life 
a person's performance in a \ anety of tests An
But they may need extra support lo achieve
individual's level of performance, as assessed,
these things Good support services are based
can change with time and circumstances On
on the principle of normalisation — which means
occasions, an intellectually disabled person may
enabling people to be part of the community 
perform better than at other times Evidence for
like everyone else In turn, normalisation needs
this inconsistent level of performance comes
to be well-integrated into the community, in
from modern research and practice which have
order to be effective Some of the services
shown that with skilled training and
needed include assessment centres, training for
opportunity for development, people with
employment and support to keep jobs once they
intellectual disability have much greater
get them, residential accommodation that is
potential for acquiring skills and for
homelike For children, early education and
participation in community life than pre\ lously
school education appropriate to the child's
had been thought possible
needs, are essential Without a strong
community-based system of care, the
B In many western societies, five categories of
intellectually disabled run the risk of becoming
intellectual disability have traditionally been
a huge underclass as in the United States, where
used in order to indicate the perceived degree
thousands of intellectually disabled are
of difficulty an individual has with learning All
homeless because of the American policy of de-
five may onur in either children, adolescents
institutionalisation
or adults, and show as mild moderate severe.
profound o multiple intellectual disability
E With the introduction of the intellectually
However in due reliance on such categories and
disabled into communities, there is a need to 
the ipiiseqi -ill pigeonholing' of individuals
promote awareness of communication
into one p| tl • lueiategonesLan result in failure
Although many people may have little
IP 
pros ide 1 e opportunities for each person to
experience in talking with an intellectually
di \ i lop
disabled person, and anticipate great difficulty
in communication, there are common guidelines
C lor tin m.i|only of ink llec.tual disabilities.
that can simplify the interaction Firstly, it is
then' is no idi nliliable cause but there are some
useful to remember that people with disabilities
causes that are u ell documented They include
have feelings and can usually understand what
brain damage at birth due to lack of oxygen —
is said, even though they sometimes may take
prolonged labour during childbirth, brain
longer to respond Speaking in the same friendly
damage before birth due to factors such as
manner as you would to anyone else, and using
rubella, drug or diet-related problems, damage
straightforward language and uncomplicated 
after birth due to illnesses such as encephalitis
sentences, is also recommended Being prepared
or accidents, hereditary defects in the genes,
to wait a little longer for replies during a

---

conversation with an intellectually disabled 
hearing. Ultimately, the idea is to encourage 
person, would undoubtedly benefit the 
intellectually disabled people to do things for 
exchange. Above all, it is suggested not to talk 
themselves.
about the person with someone else within their