Republic of the Philippines

Collage of Education
Leyte Normal University

In partial fulfillment of the course SNED 103: Learners with Developmental Disabilities

A WRITTEN REPORT ABOUT INTELLECTUAL DISABILITIES

Submitted by

Dela Cruz, Jhenzel Q.

Eclarinal, Fiona Mae B.
Florendo, Shalou Beth M.
Insigne, Jeirose B.
Marilla, Charmaine Kate V.
Morada, Mae Joy S.
Palogan, Aizhel Rhaine E.
Silvano, Vian Cathlene E.
Verdijo III, Evergisto R.
Veterra II, Chloe Ivory S.

ES 1-1

Submitted to
Ma. Venus Estojero-Acerden
Introduction

Intellectual disability (ID) is a heterogeneous group of developmental disorders with

limitations in cognitive function and adaptive behavior. These disabilities can significantly
affect a person’s ability to learn, communicate, and function independently. Understanding
intellectual disability is important for educators, as it promotes inclusive education and ensures
that all students have equal opportunities for learning and personal growth.

This report explores the concept of intellectual disability, emphasizing its types, symptoms,
causes, importance for educators, and implications for future educators. Intellectual disability
refers to a condition in which a person has lower than average intellectual functioning, usually
measured by an IQ of 70 or less. These limitations typically manifest in childhood and persist
throughout life. Intellectual disability is not a single homogeneous condition; it varies in
severity and can be caused by a variety of factors, including genetic, environmental, and
prenatal influences.

One of the primary reasons for learning about intellectual disabilities is to promote inclusive
education. Inclusive classrooms strive to accommodate the diverse needs of all students,
regardless of their abilities. Educators who understand intellectual disabilities can create an
inclusive environment that fosters respect, empathy, and collaboration among students of
varying abilities.

Learning about intellectual disabilities is essential for educators and institutions to create
inclusive educational environments that prioritize the needs of all students. This knowledge not
only benefits students with intellectual disabilities but also fosters a more inclusive and
compassionate society where diversity is celebrated and accommodated.

Intellectual Developmental Disorder (IDD)

Intellectual Developmental Disorder (IDD), also known as Intellectual Disability (ID), is a
neurodevelopmental disorder characterized by limitations in intellectual functioning and
adaptive behavior. These limitations manifest before the age of 18 and affect an individual's
daily life and social interactions.

Symptoms:

The symptoms of IDD can vary widely in severity but often include:

• Intellectual functioning is significantly below average (typically an IQ below 70).

• Delays in reaching developmental milestones, such as language acquisition or motor
skills.
• Difficulty in understanding and applying information.
• Challenges in communication, both verbal and non-verbal.
• Struggles with basic self-care tasks like dressing or feeding.
• Difficulty in forming and maintaining social relationships.
• Limited problem-solving and decision-making abilities.
Causes:

IDD has various potential causes, including:

Genetic Factors: Genetic mutations or chromosomal abnormalities can result in IDD. For
example, Down syndrome is caused by an extra chromosome 21.

Prenatal Factors: Exposure to teratogens (substances that harm the developing fetus), maternal
infections, or inadequate prenatal care can contribute to IDD.

Perinatal Factors: Complications during childbirth, such as oxygen deprivation, can lead to
IDD.

Postnatal Factors: Traumatic brain injuries, infections, or malnutrition during early childhood
can also cause IDD.

Practical example

Consider the case of Luis, a 10-year-old girl diagnosed with moderate IDD. Sarah struggles
with understanding and retaining information in school, requiring additional educational
support. Her language development is delayed, making it difficult for her to express her
thoughts and needs clearly. She often relies on visual aids and alternative communication
methods.

In daily life, Luis needs assistance with tasks like dressing, grooming, and preparing meals.
She finds it challenging to make friends due to her communication difficulties, which can lead
to social isolation. However, with the help of special education programs, speech therapy, and
support from her family, Luis is making progress in developing essential skills and gaining
independence.

Developmental Delay

Developmental delay refers to a condition in which a child does not reach developmental
milestones at the expected time. These milestones encompass various areas of growth and
development, including physical, cognitive, communication, social, and emotional domains.
Developmental delays may affect one or more of these areas.

Symptoms:

• Common symptoms include:

• Delays in reaching motor milestones, such as sitting up, crawling, or walking.
• Speech and language difficulties, including delayed or absent speech.
• Cognitive challenges, like difficulties with problem-solving or learning.
• Social and emotional struggles, such as difficulty forming relationships or regulating
emotions.
• Fine motor skill delays affect tasks like holding a utensil or dressing independently.
Causes:

Developmental delay can have various causes, including:

Genetic Factors: Inherited genetic conditions or chromosomal abnormalities can contribute to

developmental delays.

Premature Birth: Babies born prematurely often experience developmental delays due to their
underdeveloped organ systems.

Environmental Factors: Factors such as exposure to toxins, malnutrition, or childhood trauma

can affect development.

Neurological Conditions: Certain neurological disorders, like cerebral palsy or autism, can lead
to developmental delays.

Lack of Stimulation: A lack of appropriate stimulation and early intervention services can
hinder a child's development.

Practical example

Meet Alex, a 3-year-old girl with developmental delays. At his age, most children have begun
speaking in sentences, walking independently, and showing interest in interactive play.
However, Alex struggles with speech and only communicates through simple gestures. He has
difficulty with fine motor skills and has not yet started walking. Alex often appears frustrated
when he cannot express his needs or interact with others, like his peers.

Alex's parents sought help from early intervention specialists who are working with him to
improve his communication skills through speech therapy and encourage his physical
development with physical therapy. While Alex's progress may be slower than typical, with
the appropriate interventions, he is making strides towards achieving his developmental
milestones.

Down Syndrome

Down syndrome, also known as trisomy 21, is a genetic condition that occurs when an
individual has an extra copy of chromosome 21. This additional genetic material leads to
characteristic physical features and intellectual and developmental differences.

Symptoms:

• Facial features: a characteristic appearance with almond-shaped eyes, a flattened facial

profile, and a protruding tongue. Cognitive challenges: intellectual disabilities of
varying degrees, with learning difficulties often present.
• Delayed development: delays in achieving developmental milestones such as walking
and talking.
• Low muscle tone is hypotonia, which can affect motor skills and coordination.
 • Increased susceptibility to certain health conditions, such as heart defects, hearing
problems, and thyroid issues.
• Unique personality traits: warmth, affection, and a desire for social interaction

Causes:

Down syndrome is primarily caused by a genetic anomaly known as trisomy 21, where there
is an extra copy of chromosome 21. This genetic alteration occurs spontaneously during the
formation of the egg or sperm and is not related to the parents' actions or characteristics.

Practical example

Consider Sarah, a 7-year-old girl with Down syndrome. Sarah has a cheerful and friendly
personality, often seeking social interactions with both peers and adults. She attends a special
education program tailored to her needs, where she receives speech therapy to improve her
communication skills.

While Sarah may have intellectual challenges, she has made significant progress in her speech
and fine motor skills. She enjoys participating in activities like art and music, where her
creativity and enthusiasm shine. Sarah's parents have been actively involved in her care,
ensuring she receives the necessary medical evaluations and therapies to address potential
health concerns associated with Down syndrome.

Developmental Hearing Loss

Developmental hearing loss, also known as childhood hearing loss, refers to a condition where
a child experience hearing impairment during the early stages of life, which can significantly
impact their speech and language development.

Symptoms:

• Delayed speech and language development.

• Difficulty in understanding and following instructions.
• Frequent misunderstanding of spoken information.
• Difficulty in social interactions due to communication barriers.
• Trouble with academic progress, particularly in subjects involving listening and
language.

Causes:

- Developmental hearing loss can have various causes, including:

- Congenital Factors: Hearing loss is present at birth and can result from genetic factors,
prenatal infections (e.g., rubella), or complications during pregnancy or childbirth.
- Acquired Factors: Hearing loss that occurs after birth due to infections (e.g., meningitis,
ear infections), head injuries, exposure to loud noises, or certain medications.
- Developmental Factors: Some children may experience delayed hearing development
without a clear medical cause, often requiring early intervention.
 Practical example

Emma, a 2-year-old girl, was born prematurely and experienced developmental hearing loss
due to complications related to her premature birth. She began to show delays in speech and
language development, prompting her parents to seek intervention. Emma now wears hearing
aids and receives speech therapy to help bridge the communication gap.

Fetal Alcohol Spectrum Disorders (FASD)

Are a group of conditions that can occur in a person who was exposed to alcohol before birth;
they can include physical problems and problems with behavior and learning.

Symptoms:

Small head, below average weight and height, thin upper lip, and wide-set eyes; smooth ridge
between upper lip and nose; seizures; delayed speech; cognitive issues; behavioral problems;
learning and intellectual disabilities; lack of social skills; vision and hearing problems; heart or
kidney defects; finger of limb deformities.

Cause:

Drinking alcohol during pregnancy

Practical example

Sarah is a 7-year-old girl who lives with her adoptive parents, John, and Lisa. Sarah was
adopted at birth, and her birth mother had a history of heavy alcohol use during pregnancy.
John and Lisa were unaware of this until they noticed certain challenges in Sarah's development
as she grew older.

Kernicterus

Is a type of brain damage that can result from high levels of bilirubin in a baby's blood.

Symptoms:

Poor feeding Irritability A high-pitched cry No startle reflex Lethargy (sleepiness) Brief pauses
in breathing (apnoea) Their muscles becoming unusually floppy, like a rag doll.

Causes:

- When a severe case of jaundice goes untreated for too long.

- Excess bilirubin
 Practical example

Imagine a newborn baby, born prematurely, with risk factors such as a blood type mismatch
with the mother (Rh or ABO incompatibility) and other conditions that increase bilirubin
production. The baby's jaundice, which causes yellowing of the skin and eyes, becomes
noticeable within a day or two of birth. Unfortunately, due to limited access to medical care or
a lack of awareness, the parents do not seek medical attention promptly.

As the days pass, the baby's jaundice worsens, and bilirubin levels continue to rise unchecked.
The parents may dismiss it as a common occurrence in newborns or may not realize the severity
of the situation. In the absence of medical intervention, the bilirubin levels become dangerously
high, and the baby's brain starts to sustain damage.

Fragile X Syndrome

Fragile X Syndrome (FXS) is a genetic condition that affects a person’s development and can
cause a range of physical, intellectual, and emotional challenges. Fragile X syndrome is a
complex genetic disorder that impacts an individual’s physical, cognitive, and emotional
development. It’s considered one of the leading causes of inherited intellectual disability. The
name "Fragile X" comes from the fact that, under a microscope, a small part of the X
chromosome appears fragile and broken in individuals with this condition.

Symptoms:

Intellectual Disability: FXS can range from mild to severe intellectual impairment. Some
individuals may have trouble with tasks like math or reading, while others may need constant
support in daily life.

Behavioral Challenges: People with FXS might exhibit behavioral issues such as
hyperactivity, impulsivity, and difficulties managing emotions. Social anxiety is common,
making social interactions challenging.

Physical Characteristics: Although not always present, individuals with FXS may have
distinctive physical features, including a long face, large ears, and a prominent jaw.

Speech and Language Delays: Many individuals with FXS experience speech and language
delays. They might have difficulty articulating words and forming sentences, which can affect
their ability to communicate effectively.

Sensory Sensitivities: Individuals with FXS can be hypersensitive to sensory stimuli, which
means they may become overwhelmed or anxious in response to certain sights, sounds,
textures, or smells.

Causes:

FXS is primarily caused by a mutation in the FMR1 gene located on the X chromosome. In
individuals with FXS, this gene undergoes a genetic change called a "CGG repeat expansion,"
where a specific DNA sequence repeats excessively. This mutation leads to a shortage of the
FMRP protein, which is vital for brain development and function.

FXS is typically inherited from parents who carry the mutated FMR1 gene. The inheritance
pattern follows an X-linked dominant pattern, which means that if a mother carries the mutated
gene, there’s a 50% chance of passing it on to her children. If a father carries it, he will pass it
on to all his daughters but not his sons.

Practical example

Meet Emily, a 5-year-old girl with Fragile X Syndrome. Emily’s have several language-related
challenges in her daily life such as:

1. Limited Vocabulary:

• Emily’s vocabulary is smaller than that of her same-age peers. She struggles to express
herself using words, often resorting to gestures or simple phrases.

2. Difficulty with Pronunciation:

• Pronouncing certain sounds is tough for Emily. She may say "wabbit" instead of
"rabbit" or "thnake" instead of "snake."

Language and Speech Disorders

A speech disorder is a communication disorder where an individual has difficulty producing

speech sounds accurately or fluently. A speech disorder refers to a communication disorder
that affects an individual’s ability to produce speech sounds correctly or fluently, making it
challenging for them to express themselves effectively. This disorder can manifest in various
ways, impacting the articulation, voice, or fluency of speech.

Symptoms:

Articulation Disorders: Individuals with articulation disorders struggle to pronounce certain

sounds or words correctly. Common symptoms include substituting one sound for another (e.g.,
saying "wabbit" instead of "rabbit") or omitting sounds in words.

Fluency Disorders: Stuttering is the most recognizable fluency disorder, characterized by

disruptions in the natural flow of speech. People with stuttering may repeat sounds or syllables,
prolong sounds, or experience speech blocks.

Voice Disorders: Voice disorders involve abnormalities in pitch, loudness, or quality of speech.
Symptoms may include hoarseness, breathiness, or a strained voice.

Resonance Disorders: These disorders affect the airflow during speech, leading to issues like
hypernasality (excessive nasal sound) or hyponasality (insufficient nasal sound).
Causes:

• Developmental Factors: Many speech disorders originate during childhood due to

developmental delays or issues with the structure and function of the speech organs
(e.g., cleft palate).
• Neurological Conditions: Certain neurological conditions such as cerebral palsy,
stroke, or brain injuries can disrupt the brain’s ability to control speech muscles, leading
to speech disorders.
• Genetics: Some speech disorders have a genetic component, meaning they run in
families. These may be related to structural abnormalities in the vocal tract or
neurological pathways.
• Environmental Factors: Speech disorders can result from environmental influences
such as exposure to toxins, traumatic experiences, or inadequate language stimulation
during early development.
• Psychological Factors: Emotional trauma or high levels of stress can lead to
psychogenic speech disorders, where the individual’s speech is affected by their
emotional state.
• Hearing Loss: Individuals with hearing impairments may develop speech disorders due
to their limited ability to hear and mimic sounds accurately.

Practical example

Imagine a 7-year-old named Alex who has recently started stuttering. During conversations
with friends or in the classroom, Alex frequently repeats the initial sounds of words or
experiences speech blocks. For instance, when asked to introduce themselves, they might say,
"M-m-my name is Alex."

In this case, Alex’s stuttering is a developmental speech disorder. Early intervention by a

speech-language pathologist can help them learn techniques to manage and improve their
fluency. Over time, with therapy and support, Alex may experience significant improvement
in their speech fluency and confidence when communicating with others.

Autism spectrum disorder (ASD)

Autism spectrum disorder is a condition related to brain development that impacts how a person
perceives and socializes with others, causing problems in social interaction and
communication. The disorder also includes limited and repetitive patterns of behavior. The
term "spectrum" in autism spectrum disorder refers to the wide range of symptoms and severity.

Autism spectrum disorder includes conditions that were previously considered separate:
autism, Asperger's syndrome, childhood disintegrative disorder, and an unspecified form of
pervasive developmental disorder. Some people still use the term "Asperger's syndrome,"
which is generally thought to be at the mild end of the autism spectrum disorder.
Symptoms:

Social communication and interaction

A child or adult with autism spectrum disorder may have problems with social interaction and
communication skills, including any of these signs:

• Fails to respond to his or her name or appears not to hear you at times.
• Resists cuddling and holding and seems to prefer playing alone, retreating into his or
her own world.
• Has poor eye contact and lacks facial expression.
• doesn't speak, has delayed speech, or loses previous ability to say words or sentences.
• can't start a conversation or keep one going, or only starts one to make requests or label
items.
• speaks with an abnormal tone or rhythm and may use a singsong voice or robot-like
speech.
• Repeats words or phrases verbatim but doesn't understand how to use them.
• doesn't appear to understand simple questions or directions.
• doesn't express emotions or feelings and appears unaware of others' feelings.
• doesn't point at or bring objects to share interest.
• inappropriately approaches a social interaction by being passive, aggressive, or
disruptive.
• has difficulty recognizing nonverbal cues, such as interpreting other people's facial
expressions, body postures, or tone of voice.

Patterns of behavior

A child or adult with autism spectrum disorder may have limited, repetitive patterns of
behavior, interests, or activities, including any of these signs:

• performs repetitive movements, such as rocking, spinning, or hand flapping.

• performs activities that could cause self-harm, such as biting or head-banging.
• develops specific routines or rituals and becomes disturbed at the slightest change.
• has problems with coordination or has odd movement patterns, such as clumsiness or
walking on toes, and has odd, stiff, or exaggerated body language.
• Is fascinated by the details of an object, such as the spinning wheels of a toy car, but
doesn't understand the overall purpose or function of the object.
• is unusually sensitive to light, sound, or touch, yet may be indifferent to pain or
temperature.
• doesn't engage in imitation or make-believe play.
• fixates on an object or activity with abnormal intensity or focus.
• has specific food preferences, such as eating only a few foods or refusing foods with a
certain texture.

Causes:

• Genetics. Several different genes appear to be involved in autism spectrum disorder.

For some children, autism spectrum disorder can be associated with a genetic disorder,
such as Rett syndrome or fragile X syndrome.
 • For other children, genetic changes (mutations) may increase the risk of autism
spectrum disorder. Still other genes may affect brain development or the way that brain
cells communicate, or they may determine the severity of symptoms. Some genetic
mutations seem to be inherited, while others occur spontaneously.
• Environmental factors. Researchers are currently exploring whether factors such as
viral infections, medications, complications during pregnancy, or air pollutants play a
role in triggering autism spectrum disorder.

Practical example

Mikey is an eight-year-old male who was diagnosed with ASD with a severity requiring
substantial support at age four by his pediatrician. Mikey is in third grade and has been an
occupational therapist through his public school system for the past two years. Mikey has
difficulty maintaining social interactions and engaging in age-appropriate play with his peers
and siblings.

Learning Disorders

A learning disorder is present when the brain takes in and works with information in a way that
is not typical. It keeps a person from learning a skill and using it well. People with learning
disorders, by and large, have average or above-average intelligence. So, there's a gap between
their expected skills, based on age and intelligence, and how they do in school.

Common learning disorders affect a child's ability to:

• Read.
• Write.
• Do math.
• use or understand language.
• Socialize.
• Learn other skills that don't involve words.

Symptoms:

• Not being able to master skills in reading, spelling, writing, or math at or near the
expected age and grade levels.
• Trouble understanding and following instructions.
• Problems remembering what someone just said.
• Lacking coordination while walking, playing sports, or doing things that use small
muscles, such as holding a pencil.
• Easily losing homework, schoolbooks, or other items.
• Trouble completing homework and assignments on time.
• Acting out or having defiant, angry, or large emotional reactions at school. or acting in
any of these ways while doing academic tasks such as homework or reading.
Causes:

• Family history and genes: having a blood relative, such as a parent, with a learning
disorder raises the risk of a child having the disorder.
• Risks before birth and shortly after. Learning disorders have been linked with poor
growth in the uterus and exposure to alcohol or drugs before being born. Learning
disorders have also been tied to being born too early and having a very low birth weight.
• Emotional trauma. This could involve a deeply stressful experience or emotional
abuse. If either happens in early childhood, it may affect how the brain develops and
raise the risk of learning disorders.
• Physical trauma. Head injuries or illnesses of the nervous system might play a role in
the development of learning disorders.
• Poisonous substances. Exposure to high levels of toxins, such as lead, has been linked
to a higher risk of learning disorders.

Practical example

Max, a Year 2 student who received reading intervention in Term 4 of Year 1, continues to
exhibit some difficulties with decoding, reading fluency, and reading comprehension. Max's
writing skills are developing, but he is slow to complete written tasks. He has well-developed
oral language skills.

Cerebral Palsy

Cerebral palsy (CP) is a group of neurological disorders that affect movement, muscle
coordination, and posture. It is caused by damage or abnormal development of the brain,
usually occurring before or shortly after birth. CP is a lifelong condition, and its severity and
symptoms can vary widely from person to person. Here are some key aspects of cerebral palsy:

Symptoms:

• Muscle problems: difficulty controlling movements, muscle stiffness (spasticity),

muscle weakness, and tremors.
• Coordination difficulties: impaired coordination, balance problems, and difficulty
with fine motor skills
• Abnormal postures: People with CP may have unusual postures or involuntary
movements.
• Speech and swallowing difficulties: Some individuals may have difficulty speaking
or swallowing.
• Intellectual and developmental challenges: CP can be associated with cognitive
impairments, but many individuals with CP have normal or above-average intelligence.

Causes:

• Prenatal factors: infections during pregnancy, maternal drug or alcohol use, and
exposure to toxins can contribute to CP.
 • Perinatal factors: Brain damage occurring during childbirth due to factors like lack of
oxygen (asphyxia) or premature birth can lead to CP.
• Postnatal factors: infections, head injuries, or other brain injuries that occur in the
early years of life can contribute to CP.

Practical Example

Imagine a child named Sarah who was born prematurely. Due to her premature birth, she
experienced oxygen deprivation, leading to brain damage. As Sarah grows, her parents notice
that she has difficulty controlling her arm and leg movements. Her muscles are often stiff,
making it hard for her to reach for objects or crawl like other children her age. Sarah's speech
development is also delayed, and she struggles to communicate effectively.

As Sarah gets older, her parents work with medical professionals and therapists to develop a
treatment plan tailored to her specific needs. This plan may include physical therapy to improve
her muscle control, speech therapy to enhance her communication skills, and assistive devices
to aid her daily activities. While Sarah faces challenges due to her cerebral palsy, with proper
care and support, she can lead a fulfilling life and achieve her potential.

Muscular Dystrophy

Muscular dystrophies are a group of muscle diseases caused by mutations in a person’s genes.
Over time, muscle weakness decreases mobility, making everyday tasks difficult. These
disorders (of which there are more than 30) vary in age of onset, severity, and the pattern of
the affected muscles. All forms of MD grow worse over time as muscles progressively
degenerate and weaken.

Symptoms:

Muscle- and movement-related symptoms can include:

• Muscle atrophy.
• Difficulty walking, climbing stairs, or running.
• Irregular walking gait (like waddling or toe walking).
• Stiff or loose joints.
• Permanent tightening of your muscles, tendons, and skin (contractures).
• Muscle pain.

Other symptoms can include:

• Trouble swallowing (dysphagia)

• Heart problems, such as arrhythmia and heart failure (cardiomyopathy).
• Curved spine (scoliosis).
• Breathing issues.
• Intellectual disabilities.
• Learning disorder.
Causes:

Most cases of MD are caused by gene mutations (changes in the DNA sequence) that affect
muscle proteins. The mutations are usually inherited, but in some cases, they occur
spontaneously. These spontaneous mutations can then be inherited by an affected person’s
offspring. Muscular dystrophy occurs when one of these genes is defective. Certain genes are
involved in making proteins that protect muscle fibers.

Practical example

Twin brothers from rural southern Saudi Arabia, around 20 months old, experienced delayed
walking and frequent falls. Initially misdiagnosed with vitamin D deficiency, they faced a
medical odyssey. Twin A was diagnosed with an unknown liver disease at 2 years and 4
months, while twin B showed muscle weakness and speech delay around 3 years. At 4 years
and 6 months, both were diagnosed with Duchenne muscular dystrophy (DMD) through MLPA
testing, which involved a long and complex diagnostic journey.

Prader-Willi Syndrome

Prader-Willi Syndrome (PSW) is a rare genetic disorder that results in several physical, mental,
and behavioral problems. A key feature of Prader-Willi syndrome is a constant sense of hunger
that usually begins at about 2 years of age. People with Prader-Willi syndrome want to eat
constantly because they never feel full (hyperphagia), and they usually have trouble controlling
their weight. Many complications of Prader-Willi syndrome are due to obesity.

Symptoms:

The signs and symptoms of Prader-Willi syndrome can vary among individuals. Symptoms
may slowly change over time, from childhood to adulthood.

Hypotonia: A primary sign during infancy is poor muscle tone. Babies may rest with their
elbows and knees loosely extended instead of fixed, and they may feel floppy or like rag dolls
when they're held.

Underdeveloped genitals: Males may have a small penis and scrotum. The testicles may be
small or not descend from the abdomen into the scrotum (cryptorchidism). In females, the
clitoris and labia may be small.

Hyperphagia: an insatiable appetite and an overwhelming drive to eat, which can lead to
severe obesity if not managed.

Cognitive impairment: Mild to moderate intellectual disability, such as issues with thinking,
reasoning, and problem-solving, is a common feature of the disorder. Even those without
significant intellectual disabilities have some learning disabilities.

Delayed motor development: Toddlers with Prader-Willi syndrome often reach milestones in
physical movement. for example, sitting up or walking later than other children do.
Speech problems: speech is often delayed. Poor articulation of words may be an ongoing
problem into adulthood.

Behavioral problems: Children and adults may at times be stubborn, angry, controlling, or
manipulative. They may throw temper tantrums, especially when denied food, and may not
tolerate changes in routine. They may also develop obsessive-compulsive or repetitive
behaviors, or both.

Sleep disorders: Children and adults with Prader-Willi syndrome may have sleep disorders,
including disruptions of the normal sleep cycle and a condition in which breathing pauses
during sleep (sleep apnea). These disorders can result in excessive daytime sleepiness and
worsen behavior problems.

Causes:

Prader-Willi syndrome is caused by genetic changes on an "unstable" region of chromosome

15 that affect the regulation of gene expression, or how genes turn on and off. This part of the
chromosome is called unstable because it is prone to being shuffled around by the cell's genetic
machinery before the chromosome is passed on from parent to child.

Practical example

Meet Michael, a 12-year-old boy with Prader-Willi syndrome. Michael faces daily challenges
due to his insatiable appetite and obesity risk. He requires constant supervision to prevent him
from accessing food, which can lead to life-threatening complications. Michael receives
specialized dietary guidance and participates in regular physical activity to manage his weight.

Vision Impairment

Visual impairment refers to the loss of vision or the decreased ability to see at a ‘normal’ level.
Visual impairment can be mild or severe or refer to a complete loss of sight (blindness). Vision
impairment means that a person’s eyesight cannot be corrected to a "normal" level.

Symptoms:

Symptoms depend on the cause of the specific impairment; however, some signs that may point
to a visual impairment include:

• Seeing floating shapes across your vision, e.g., webs or lines

• Seeing halos of light or flashes of light.
• Changes in iris color.
• Blurred vision.
• Double vision.
• Sudden pain in the eye.
• Recurrent pain in or around the eye
• Sudden change in vision.
• Painful sensitivity to light.
Causes:

Common causes that lead to vision loss or visual impairment include injury to the eye, inherited
conditions, infections, and so forth.

Injury to the eyes: Injury to the eyes while playing at work, or due to accidents may result in
vision loss and impairment. Particularly, injuries to the cornea are the commonest cause of
vision loss.

Inherited conditions of blindness and vision impairment: Retinitis pigmentosa is the most
common cause of inherited blindness.

Infections of the eyes: Sometimes, if the mother has had a viral infection like German measles
that is transmitted from the mother to the developing fetus during pregnancy, the baby may be
born with blindness or visual impairment.

Cataract: clouding of part or the entire lens of the eye. Normally, the lens is clear to let in the
light that focuses on the retina. Cataracts prevent light from easily passing through the lens,
and this causes loss of vision.

Practical example

Keziah is a college student who has been blind since birth due to a congenital eye condition.
She relies on various tools and strategies to navigate her academic life and daily activities,
highlighting the practical aspects of vision impairment.

Classroom Accessibility: In the classroom, Keziah uses screen reader software installed on her
laptop. This software converts written text and digital content into synthesized speech or
Braille, enabling her to access course materials, textbooks, and lecture notes in real-time.

Williams Syndrome

Williams syndrome is a developmental disorder that affects many parts of the body. This
condition is characterized by mild to moderate intellectual disability or learning problems,
unique personality characteristics, distinctive facial features, and heart and blood vessel
(cardiovascular) problems. People with Williams syndrome typically have difficulty with
visual-spatial tasks such as drawing and assembling puzzles, but they tend to do well on tasks
that involve spoken language, music, and learning by repetition (rote memorization). Affected
individuals have outgoing, engaging personalities and tend to take an extreme interest in other
people.

Symptoms:

• Feeding problems, including colic, reflux, and vomiting

• Inward bend of the small finger
• Sunken chest
• Heart disease or blood vessel problems
• Developmental delay, mild to moderate intellectual disability, and learning disorders.
 • Delayed speech may later turn into strong speaking ability and strong learning by
hearing.
• Easily distracted, attention deficit hyperactivity disorder (ADHD)
• Personality traits include being very friendly, trusting strangers, fearing loud sounds or
physical contact, and being interested in music.
• Short, compared to the rest of the person's family.

The face and mouth of someone with Williams syndrome may show:

• A flattened nasal bridge with a small, upturned nose

• Long ridges in the skin that run from the nose to the upper lip.
• Prominent lips with an open mouth
• Skin that covers the inner corner of the eye
• Partially missing teeth, defective tooth enamel, or small, widely spaced teeth

Causes:

Williams syndrome is caused by not having a copy of 25 to 27 genes on chromosome 7.

• In most cases, the gene changes (mutations) occur on their own, either in the sperm or
egg that a baby develops from.
• However, once someone carries the genetic change, their children have a 50% chance
of inheriting it.

Practical example

Sarah, a 12-year-old girl with Williams syndrome, has an extraordinary talent for music.
Despite facing challenges with fine motor skills and coordination, she can effortlessly play
complex pieces on the piano by ear. Sarah's remarkable musical abilities have helped her build
connections with her peers at school, as she often performs during school events and music
classes. Her story illustrates the incredible strengths that can coexist with Williams syndrome.

Tourette Syndrome

Tourette syndrome (TS) is a neurological disorder that may cause sudden, unwanted,
uncontrolled, rapid, and repeated movements or vocal sounds called tics. TS is one of a group
of disorders of the developing nervous system called tic disorders.

Symptoms:

Simple tics Complex tics

Eye blinking Touching or smelling objects
Head jerking Repeating observed movements
Shoulder shrugging Stepping in a certain pattern
Eye darting Obscene gesturing
Nose twitching Bending or twisting
Mouth movements Hopping

Simple tics Complex tics

Grunting Repeating one's own words or phrases
Coughing Repeating others' words or phrases
Throat clearing Using vulgar, obscene, or swear words

Barking

In addition, tics can:

• Vary in type, frequency, and severity.

• worse if you're ill, stressed, anxious, tired, or excited.
• Occur during sleep.
• Change over time.
• Worsen in the early teenage years and improve during the transition into adulthood.

Causes:

Tourette's has been linked to different parts of the brain, including an area called the basal
ganglia, which helps control body movements. Differences there may affect nerve cells and the
chemicals that carry messages between them. Researchers think the trouble in this brain
network may play a role in Tourette's.

Doctors don't know exactly what causes these problems in the brain, but genes probably play
a role. It's likely that there is more than one cause.

People who have family members with Tourette's are more likely to get it themselves. But
people in the same family may have different symptoms.

Practical example

Jane is a high school student with Tourette syndrome. She occasionally experiences motor and
vocal tics, which can be disruptive in a classroom setting. To manage this, she has worked with
her teachers and classmates to create an understanding and supportive environment. Her
teachers allow her to step out of the classroom briefly when she needs to release her tics, and
her classmates have learned to be patient and nonjudgmental.
 Conclusion

Understanding intellectual disabilities is not only an ethical obligation but also a practical
necessity for educators. It has wide-reaching benefits, including fostering inclusive education,
personalizing learning, and nurturing empathy among students and teachers. This knowledge
is essential for creating a more inclusive and compassionate future for all.

To say it another way, understanding intellectual disabilities is not only an ethical imperative
but also a practical necessity for educators. It facilitates inclusive education, personalizes
learning, and fosters empathy among students and teachers. Future teachers must equip
themselves with the knowledge and skills required to support students with intellectual
disabilities effectively, ensuring that every learner can reach their full potential and lead
fulfilling lives. In doing so, they contribute to a more inclusive and compassionate future for
all.

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