Intellectual Disability

Name of the writer

Name of the Institution

Intellectual Disability

Introduction

To understand and assess students mental capabilities a special educational programs, under his\her intelligence ratings and adaptive behavior skills are very crucial. Different programs are made for different students going through intellectual disabilities; these programs can e of mil, moderate or profound academic style. Every program has different length of time and different exercise through which students which are intellectually disabled are identified in order to determine the strength and the focus required to contradict with their intellectual disability.

In order to find out, how these students are identified and how their intellectual disability is dealt with we conducted an interview with Mr. Collin. Mr Collin is a teacher a special education centre in the United States for over 15 years, and throughout his life, he told us that he has dealt with many students facing intellectual disability and found it rather amusing and satisfying knowing he is making their future better by helping them and guiding them towards the right path.

The following paper will discuss the questions and answers that were asked from Mr. Collin during the interview session and will be focused on the problems he faced with dealing and identifying student with intellectual disability. Furthermore, what were the characteristics of the intellectually disabled students that made them eligible for the special education, will also be discussed in the following pages.

Discussion

What Meanings of Intelligence and Adaptive Behavior to a Teacher of Students with Intellectual Disability?

The first question that was asked from Mr. Collin was that how would he define intelligence and adaptive behavior as has been dealing with this for more than ten years.

To this he responded by saying intelligence is the ability to learn, recognize and reason with something and the ability to grasp truth, affairs and details and there meaning, and adaptive behavior is the day to day coping with environmental demands and skills that are performed by the people in order to take care of themselves and relate to others (Patti L. Harrison). After this, he added that he believed in the definition given by the late Grossman in 1983 than any other person who defined adaptive behavior in a human being. (S. Sheppard, personal communication, Dec. 19, 2010).

What differentiates students with intellectual disability and students without the intellectual disability?

Mr. Collin was then asked to define how he manages to identify students with the intellectual disability and students without intellectual disability.

He goes on by say that, he is teaching students with moderate intellectual disability with an IQ range of 32-35 throughout his fifteen years of carrier life. According to him, students with such IQ range are considered as having moderate intellectual intelligence because they have the ability to understand and reason with the facts given to them further more they are also capable of carrying out all the activities through which they can take care of themselves near flawlessly. So, the Students that are intellectually disabled score poorly in the IQ tests and their ability to understand and reason with simple facts ...