Introduction
What is intellectual disability (ID)?
ID refers to significantly sub-average intellectual ability accompanied by marked limitations in learning and adapting to life. Compared with peers of the same age, children with ID generally display the following:
- cognition is relatively concrete; and they are weak in abstract and logical thinking:
- they have poor memory;
- their attention span is relatively short and can be easily distracted;
- they are weak in language expressive ability, have limited vocabulary, and may even have defective articulation;
- they show clumsiness of limbs and perceptual motor coordination, which affects their daily life and self-care ability; and
- they may be weak in social skills.
Same as typically developing students, students with ID are in need of care and acceptance, as well as a sense of achievement, to boost their self-esteem and confidence.
If I suspect that my child might have ID, I should…
…initiate contact with the Special Educational Needs Coordinator (SENCO), class teacher, student support team or school social worker. The school can then arrange appropriate assessment and guidance services for my child.
After my child is assessed to have ID, I should…
- provide the school with the SEN information of my child promptly and proactively, including passing the assessment report to the school for arrangement of suitable support services; and
- maintain communication with the student support team, SENCO, class teacher and subject teachers to understand my child’s learning and adjustment in school, and discuss appropriate support strategies with them when necessary.