Julia Luna and Jasmine Wheeler

Sparks
Reading 0990-013
12 November 2014
Intellectual Disability
SUMMARY:
In the reading on chapter seven of Intellectual Disabilities the author focused on the low
end of mental disabilities. To be considered intellectually disabled, an individual usually scores
below a 70 on an IQ test. A person is aware of their disability before the age of eighteen due to
low IQ and low adaptive-ness. Intellectual disabilities come in two forms, they can either be
organic causes or of cultural and social origin. Organic intellectual disability is caused by genes
or brain damage, but results in no physical damage. Cultural-familial intellectual disability is a
mental deficiency that has no trace of brain damage. There are several classifications of
disabilities. The majority of people that are diagnosed with a disability fall in the mild category
rather than moderate or severe. IQ scores are not accurate because it is not unusual to find clear
functional differences between two people who have the same low IQ- this led psychologists to
include adaptive behavior. According to the American Association on Intellectual and
Developmental Disabilities, conceptual, social, and practical skills can examine a persons level
of adaptive behavior. Most psychologist view intelligence as a general ability, but others like
Robert Sternberg and Howard Gardner focus on multiple-intelligence. Robert Sternberg
developed the triarchic theory intelligence which includes analytical, creative, and practical
intelligence. Howard Gardner suggests that there are nine types of intelligence; verbal,

mathematical, special, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalist, and

existentialist. Gardner believes every individual has all of these intelligences to a different
degree, but we all learn and process them in unique ways. Many educators have took Sternberg
and Gardners theories into consideration while teaching. Critics argue against Sternberg and
Gardners theories due to lack of research base support. Individuals quality of thinking and their
thoughts differ, but often involve language. Now researchers turn to language in cognitive
activity.
NARRATIVE:
Based off of my research on intellectual disability it is characterized by below-average
intelligence, mental ability, and a lack of skills necessary for day-to-day living. Someone with
intellectual disability has limitations in two areas; intellectual functioning, and adaptive
behavior. Specialist measure a childs adaptive behavior by observing how well a child can feed
or dress him/herself; how well the child is able to communicate with and understand others; and
interactions with others, then they compare the childs skills to other children of the same age.

IQ is measured by an IQ test, the graph above shows the population in the US and
individuals IQ scores. The average IQ is 100. A person is considered intellectually disabled if he
or she has an IQ of less than 70 to 75.
There are many signs of intellectual disability in children. Signs usually appear during
infancy, but could possibly be unnoticeable until a child reaches school age. The most common
signs of intellectual disability are rolling over, sitting up, or crawling late, talking late, slow to
master things, difficulty remembering things, behavior problems, and difficulty with problemsolving or logical thinking.
Anytime a problem interferes with a normal brain development, intellectual disability can
result. The most common causes of intellectual disability are genetic conditions, problems during
pregnancy, or problems during childbirth.
During my research, I learned that certain disabilities are able to be prevented. The most
common disability that can be prevented is fetal alcohol syndrome. To totally avoid fetal alcohol
syndrome the female should not be drinking while being pregnant. Lowering the risk of the child
being born with fetal alcohol syndrome the carrier needs to be getting proper prenatal care,
taking a prenatal vitamin, and getting vaccinated against certain infectious diseases.
REFLECTION:
I enjoyed reading chapter seven thinking, intelligence, and language on the section of
intellectual disability because I was able to gain knowledge about how different psychologist
characterize intelligence based off of IQ scores, adaptive behavior, and the surrounding
environments. I have been looking into working with children with disabilities in my future
career, and I feel like the section I had read helped me get more of an understanding on what

exactly an intellectual disability is, how its identified, and some causes and preventions. I found
it really interesting that psychologist are studying language in cognitive activity to get a more
definite idea on whether or not intelligence should be considered a general ability or a number of
specific abilities. In my opinion, intelligence should be a number of specific abilities because in
life there is more than one general ability to define intelligence.
I was able to learn that people who have intellectual disabilities (depending on how
severe) are still able to excel in learning, even if its learning sensitivity towards others. When I
found that out, it made my heart melt, because it reminded me of the children at Hartvigsen. I
volunteer at Hartvigsen, and just being able to see the children excel in physical education is a
bitter sweet feeling, and it excites me to know that they will accomplish anything life throws at
them.

WORK CITED:
Health A-Z, Intellectual Disability, Childrens Health, accessed on November 1, 2014.
Rocha Kelly, Intellectual Disability, Department of Pediatrics, accessed on November 3,
2014.