Understanding People With A Intellectual Disability

Understanding People With A reason Disability talented handicap is a handicap characterized by evidentiary limitations in both talented operation and in adjustive style as expressed in conceptual, social and practical adaptive skills a leave the age of eighteen (Luckasson et al.,2002 p.1). There are troika characteristics identifying children with rational disabilities mild, moderate, and hotshotrous disabilities. In the mild dexterous disabilities children in second or terce grade are not identify until they enter school and officially genial mental retardation children master academic skills. The second characteristics is moderate intellectual disabilities is where the child experience a delay in development and adaptive functioning during their preschool years. As they get older they could experience health and demeanor problems that could be sign of mental retardation. Lastly severe profound intellectual disabilities can feature central nervous system damage at birth in infants and other health blemishs (Heikua et al., 2005).The American Association on Mental Retardation (AARMR) in 1973 incorporated there definition of mental retardation with motif as a significant sub norm general intellectual functioning existing concurrent within a adaptive look and manifest during the developmental period that adversely affects a child teaching methodal performance. (34 C.F.R., Sec 3000 9 (b) (5). The American Association of Intellectual and developmental after many debates based their definition on involve support of intellectual disabilities that covers the same population of individuals who were diagnosed previously with mental retardation in number, kind, level, type, and duration of the disability and the need of people with this disability for severalise services and supports. Furthermore, every individual who is or was eligible for a diagnosing of mental retardation is eligible for a diagnosis of intellectual disability. Schalock, Luckas son, and Shogren (2007 pg. 116)AutismIn 1990 IDEAs P.L. 101-476 defines autism as a developmental disability affecting verbal and signed parley and social moveion, generally evident before age three that adversely affects a childs educational performance. Autism is also known as Autism Spectrum Disorders has atomic number 23 subcategories Autistic Disorder Aspergers Syndrome Retts Syndrome Childhood Disintegrative Disorder and Pervasive Developmental Disorder.Some common characteristics of children with autism is communication, diagnosis, cannot speak (mute) gestures or gaze to share perplexity with objects or events (J bingles Carr. 2004 p. 13), a child might not be open to stand sounds and intellectual functioning.The cause of autism is still unknown, but in 2007 researchers gave causes of autism as abnormal head word development structure and/or neurochemistry (Akshoomoff, 2000, Hyman Towbin 2007). They know that it is a psyche disorder, usually present from birth, whic h affects the way the brain develops and process randomness related to language, remembrance, thinking and the senses. (National Research Council, 2001, p. 11).Severe DisabilitiesSevere disability has no specific definition that exists. Some are based on IQ scores, mental, emotional or physical abilities. The causes of severe abilities are environment, trauma at birth, delayed language, lack of nurturance or healthcare. Characteristics of severe disability can be positive and display warmth, humor, need life skills, diminishing cognitive functioning that affect thinking, claiming, attention, and memory. Many have significant physical, health, and communication needs, significant developmental delays, difficulty in learning, self-care skills and need for repetition to acquire skills. Visual impairment causes deaf-blindness in functional hearing (Baldwin, 1995), communication and social skills. Children with this problem cannot learn because they need to be able to communicate and see in the classroom. Children with deaf-blindness interact with others inappropriately (e.g., hand flapping, finger flicking, head rocking) (Downing Eichinger, 1990, pp.98-99) and exhibit behavior imputable to them not being able to communicate.traumatic Brain InjuryTraumatic brain injury is defined by IDEA, 1990 (P.L. 101-476) as an acquired injury to the brain caused by and external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a childs educational performance. It applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition language memory attention reasoning abstract thinking judgment problem-solving sensory, perceptual, and motor abilities psychosocial behavior physical functions information processing, speech. Traumatic brain injury does not habituate to brain injuries that are congenital or degenerative, or to brain injuries bring on by birth traum a. (20 U.S.C. 1401 2004, 20 C.F.R. 300.8c12)There are three causes of traumatic brain injury a open head injury that finish up the skull due from a bullet or blow to the head. The open head injury can result in specific deficits to sensory functions and behavioral. then there is the closed head injury within the cranium of the brain that affect nerves, axons cause from a car, fall, or playing sport. Another cause is the shaken baby syndrome is when a baby is violently being shaken and cause brain injury to the baby. Traumatic brain injury is one of the leading causes of death in children and one of the most common causes of acquired disability in children (Lenrow).Deaf BlindnessDeaf blindness is a crew of hearing and visual impairments causing such severe communication, develop-mental, and educational problems that a child cannot be accommodated in either a program specifically for the deaf or a program specifically for the blind. The definition that IDEA gives for deaf-blindnes s is the concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in supernumerary education programs solely for children with deafness or children with blindness. (20 U.S.C. 1401 2004, 20 C.F.R.300.8c2)ConclusionFinally, whether its intellectual disabilities, autism, severe disabilities or deaf-blindness, IDEA says a child with a disability with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), right emotional disturbance, orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities and who, by reason thereof, needs special education and related services. (IDEA Sec. 300.8 Child with a disability)