Types, Characteristics, and Identification of Learners with Difficulty with Self-Care

Types of Learners with Difficulty with Self-Care:

1. Learners with Developmental Disabilities

 These learners often have difficulty with self-care due to cognitive or physical limitations. Examples
include individuals with Down Syndrome, cerebral palsy or autism.

2. Learners with Behavioral or Emotional Disorders

 These learners may struggle with self-care due to anxiety, depression or trauma. They may lack
motivation or have poor self-esteem, which can impact their ability to care for themselves.

3. Learners with Physical Disabilities

 These learners may have mobility issues, weakness or paralysis, which can make it difficult for them to
perform self-care tasks independently.

Characteristics of Learners with Difficulty with Self-Care:

1. Poor grooming or hygiene habits, such as infrequent bathing or brushing teeth.

2. Difficulty with dressing or undressing, such as struggling with buttons or zippers.

3. Lack of awareness of personal safety, such as not understanding the dangers of hot surfaces or sharp objects.

4. Inability to manage time effectively, leading to lateness or missed appointments.

5. Dependence on others for basic self-care needs, such as getting dressed or preparing meals.

Identification of Learners with Difficulty with Self-Care:

1. Observation and Assessment

 Teachers, caregivers or family members can observe the learner's daily self-care routines and note any
difficulties or concerns.

2. Medical Evaluation

 A medical evaluation can help identify any underlying physical or cognitive conditions that may be
contributing to the learner's self-care difficulties.

4. Standardized Tests and Assessments

 There are many standardized tests that can be used to evaluate a learner's self-care abilities, such as the
Katz Index of Independence in Activities of Daily Living.

5. Interviews and Self-Reports

 Talking to the learner can help identify any specific self-care tasks that they struggle with and any underlying
reasons for their difficulties.

By understanding the types, characteristics and identification of learners with difficulty with self-care, teachers and

caregivers can provide appropriate support and interventions to help them improve their self-care skills and achieve

greater independence.
 DEFINITIONS OF INTELLECTUAL DISABILITY

Intellectual Disability – it is a term used when there are limits to a person’s ability to learn at an expected level and

function in daily life.

Over the years, various terms and definitions of intellectual disability have been proposed. During the early times, the

term IDIOT ( from the Greek word meaning “ people who did not hold public office ” have been used for those with

severe cognitive deficits.

In the 19th century, the term IMBECILE ( from the latin word for “ weak and feeble ” ) was given as a label for a less

severe degree of intellectual disability. For mild intellectual disability, the terms feebleminded and simpleton were

used. These terms were then used by professionals in medicine, psychology, and education to refer to intellectual

disabilities, although nowadays, these labels are seen as inappropriate and stigmatizing. These terms were replaced

by mental retardation, which at the time was seen as more appropriate.

In 2007, the American Association on Mental Retardation changed its name to the American Association of

Intellectual and Developmental Disabilities ( AAIDD ), consistent with the term intellectual disability now deemed as

more appropriate ( Heward, Alber- Morgan, @ Konrad, 2017 ).

According to IDEA

The Individuals with Disabilities Education Act ( IDEA ) defines intellectual disability as “significantly

subaverage general intellectual functioning, existing concurrently with deficits in adaptive behaviour manifested

during the developmental period,which adversely affects a child’s educational performance.”

Three Criteria for Diagnosis are specified:

1. Significantly subaverage intellectual functioning – it refers to a score of two or more standard deviations
below the mean on a standardized intelligence test ( an IQ score of approximately 70 or lower )

2. Significant difficulty with tasks for daily living ( adaptive behaviour )

3. Deficits in intellectual functioning and adaptive behaviour must occur during the developmental period, which
differentiates intellectual disabilities with other disabilities of cognitive impairment such as traumatic brain

injury ( Heward et al., 2017 ).

According to AAIDD

AAIDD”s definition of intellectual disability specifies significant limitations in both intellectual functioning and adaptive

functioning, which should occur before the age of 18 years.

There are 5 assumptions that are essential for understanding and applying this definitions

1. Limitations in present functioning must be considered within the context of the person’s community

environment with regard to age, peers, and culture.

2. Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory
motor, and behavioral factors.

3. Limitations often coexist with strengths within the individual.

 4. Limitations are described for the purpose of profiling an individual’s needed support.
5. The life functioning of the person with intellectual disability will improve given appropriate personalized
supports over a sustained period.

According to APA

AMERICAN PSYCHIATRIC ASSOCIATION – defines intellectual disability as deficits in general mental abilities,

including reasoning, problem-solving, planning, abstract thinking, judgement, academic learning, and learning from

experience. \

Etiology/Causes of Intellectual Disabilities

Intellectual disabilities can have a wide range of etiologies. These could include: innate factors and environmental

factors.

Innate factors (genetic and biological ), which an individuals has no control of.

Examples : Down Syndrome, Prader-Willi syndrome, Fragile X Syndrome

Environmental factors ( e.g. , toxins, teratogens ), which can often be prevented.

Examples: substance use/abuse of illicit drugs, lead-based paint. Birth trauma due to complicated
deliveries, and other health problems and injuries such has nutritional deprivation or encephalitis
or ,meningitis .

Characteristics of Learners with Intellectual Disability

The following are characteristics of learners with intellectual disability in terms of cognitive , adaptive ,
behaviour excuses and challenging behaviour, and positive attributes.

A. Cognitive Functioning
 Learning Rate – Children with intellectual disability acquire new knowledge at rate well
below that of typically developing children. Because students with learning disabilities
learn more slowly than their peers, some educators assume that instruction should be
slowed down to match their lower learning rates. However, students with intellectual
disabilities, just like their peers without disability, benefit from participating in lively
paced
 Memory – They have difficulty remembering information, especially those with more
severe impairment. Some students have difficulty with working memory, or the ability
remember.
