Neurodevelopmental Disorders

Intellectual Disability (ID)

Severity of ID

The severity is based on the extent of deficits demonstrated in adaptive functioning, in the following areas:

Ψ Conceptual skills: Abilities to read and write, understand concepts, as well as interpret and express oneself in an age-appropriate manner;
Ψ Social skills: Age-appropriate interpersonal skills with ability to take responsibility for actions, follow rules and regulations, and make decisions with an adequate level of judgement; and
Ψ Practical skills: Ability to be independent in daily activities, including personal activities (e.g., eating, dressing, toileting) and instrumental activities (e.g., preparing meals, commuting, managing finances)

There are 4 levels of severity reflecting different extents of deficits in the skills listed above. Here is a general overview of the typical difficulties experienced by individuals with mild, moderate, severe, and profound ID:

Can Intellectual Disabilities be cured?

It’s a shame, but there is no cure currently. But wait, don’t be too quick to lose hope.

Individuals with ID may still be able to function adequately with the right intervention. Since those with ID are typically identified during early childhood, early intervention is possible and encouraged. In fact, the earlier intervention is applied, the better the outcome, and the greater the chance your child will be able to reach a higher level of developmental competence.

Early intervention typically involves systematic efforts aimed at providing supplemental education experiences before the child enters school. These are generally multifaceted to target conceptual, social, and practical functioning skills. Interventions may also include support services for a smoother transition between schools, or behavioural support to teach the distinction between desired and undesirable behaviours (e.g., aggressive or self-injurious behaviours) using reward systems.

Often, interventions also include family participation as the family plays an important role in supporting the child. This may include psychoeducation, and family-oriented strategies tailored to each family’s needs, as well as goal-oriented counselling to target caregiving stress.

What Can I Do to Support My Child with an Intellectual Disability?

What can parents do to help their children with ID? It starts with the basics! When done frequently, practice does make perfect. Here are a few suggestions:

Ψ Making the learning environment predictable to facilitate learning;
Ψ Using spoken and written language to communicate;
Ψ Teaching basic cognitive skills (e.g., counting, comparing, sequencing);
Ψ Using learning aids to concretise acquired skills;
Ψ Adding social skills into play. You can also help to build their social skills through play.

Do remember to celebrate small successes by rewarding signs of progress, no matter how small they may be! At the same time, it’s also important to consistently reward desired behaviours (e.g., by praising) and discourage unacceptable or undesirable behaviours at home.

What Kind of Life can Children with an Intellectual Disability Expect?

The prognosis for intellectual disability depends on its severity.

With the right intervention, many with mild to moderate intellectual disabilities can live independently, support themselves, and sustain employment. However, those with severe to profound intellectual disability might require life-long support from family or institutions, such as residential homes, which are able to provide specialised care that might not be possible within the home or school settings.

Taking care of children with ID can be challenging and stressful.

They often require more care, attention, and support than the average child. However, many caregivers have also described their journey as one that is rewarding and fulfilling. By knowing about the options and care available for your child at an early age, it gives you more control, and your child more opportunities for learning. While it might be a tough journey to navigate, know that your efforts are not for nought and that your involvement in their progress will benefit them greatly.