Activity 2: Intellectual Disabilities

A.
1. How have people with intellectual disabilities historically been treated by society?
What improvements in treatment occurred the latter portion and in the early21 st century?
Define Intellectual Disability.

Answer:
People with intellectual disabilities have faced shame, terror, persecution, and mistreatment on
regular basis throughout history. The 19th century saw the beginning of a more accepting attitude
toward those with intellectual disabilities. On the other hand, the treatment of people with
intellectual impairments in the twenty-first century necessitates a multidisciplinary and person
centered approach. The purpose is to improve people's quality of life, encourage independence, and
offer the assistance they need to fulfill their full potential.

According to IDEA, Intellectual Disability is defined as: significantly subaverage general intellectual
functioning, existing concurrently with deficits in adaptive behavior and manifested during the
developmental period, that adversely affects a student's educational performance.

2. Discuss the classification of Individuals with Intellectual Disability and support needs.
Answer:
Classification Individuals with Intellectual Disability according to American Psychiatric
Association (APA)
a. Mild intellectual disability -They usually meet elementary academic levels or beyond with
sufficient supports. People with this degree of severity are mostly self-sufficient with sufficient
supports. These supports might include assistance with life decisions. Additional time, instructions,
and reminders may be needed for other life skills such as finances, nutrition, shopping, and
transportation
b. Moderate intellectual disability - People in this range have adequate communication skills but
complexity is more limited. Social cues, social judgment, and social decisions (particularly romantic
decisions) regularly need support. Most self-care activities can be performed but may require
extended instruction and support. Independent employment can be achieved in positions that
require limited conceptual or social skills.
c. Severe intellectual disability - Communication skills are very basic. Self-care activities require
daily assistance. Many individuals in this category will require safety supervision and supportive
assistance. Residence in supported housing is usually necessary.
d.Profound intellectual disability - This person is dependent upon others for all aspects of daily
care. Usually 24-hour care and support are needed. Communication skills are quite limited. People
with profound intellectual disability usually have co-occurring sensory or physical limitations.
Classification Individuals with Intellectual Disability according American Association on Intellectual
and Developmental Disabilities (AAIDD)
a. Intermittent support: Many people with intellectual disabilities do not require regular support or
assistance. Instead, they may only require additional supports during times of transition, uncertainty, or
stress. Usually people requiring this level of support would be categorized under the APA standards as
mild intellectual disability.
b. Limited support: Some people with intellectual disabilities can learn to improve their adaptive
behavior. With additional training, they can increase their conceptual skills, social skills, and practical
skills. However, they may still require additional support to navigate everyday situations. People in this
group would often be categorized by APA standards as moderate intellectual disability.
c. Extensive support: Other people with intellectual disability require support that is more intensive.
These individuals have some basic communication skills and can complete some self-care tasks.
However, they will usually require daily support. This level of support is usually associated with severe
intellectual disability by APA criteria.
d. Pervasive support: Pervasive support describes the most intense level of support. Daily interventions
are necessary to help the individual function. Supervision is necessary to ensure their health and safety.
This lifelong support applies to nearly every aspect of the individual's routine. This classification is
associated with those who have profound intellectual disability.

3. Discuss the tools and areas of assessment of a child with ID. What is the prevalence of
Intellectual Disabilities?

Answer:
According to the U.S. Department of Education, Intellectual Disabilities represent approximately 7.0
percent of all students having a classification in special education. The prevalence estimate of
intellectual disability varies in various research studies. The American Association on Intellectual
Disability estimates that 2.5% of the population has this disability (Luckasson et al.), while the Arc
estimates prevalence at 3%.

4. Discuss the prevention of Intellectual Disabilities focused on genetic causes, environmental

causes and psychosocial factors.
a. Genetic Causes
a1 Genetic counseling might be beneficial for individuals or couples who have a family history
of intellectual disability or who are known carriers of genetic illnesses. This entails determining
the likelihood of genetic disorders being inherited and making well-informed family planning
decisions.
a2.Prenatal Testing- During pregnancy, genetic screening can detect specific genetic disorders,
allowing parents to make educated decisions about whether to continue the pregnancy and
arrange for proper medical care if necessary.
a.3 Research Advancemnets- Supporting genetic research can help identify genes linked to
intellectual impairments, perhaps leading to therapeutic treatments or preconception genetic
 medicines.
b. Environmental Causes
b1 Prenatal Care- It is critical for preventing intellectual disabilities. Regular check-ups, proper
nutrition, and abstaining from harmful substances such as alcohol and certain medications
while pregnant can all help to lower the risk.
b2 Lead Exposure Prevention- Lead poisoning, especially in early childhood, can cause
intellectual disabilities. Eliminating lead-based paint, using lead-free products, and addressing
lead-contaminated water sources are all critical measures.
b3 Infection Prevention - Preventing infections (such as rubella and toxoplasmosis) during
pregnancy can lower the incidence of intellectual impairments. Vaccinations and proper
hygiene are crucial preventative measures.
c.Psychosocial Factors
c1 Early Intervention Programs- Psychosocial variables can be mitigated by early detection and
intervention for developmental delays or impairments. Supportive programs for at-risk children
and their families can improve developmental outcomes.
c2 Parenting Education- Providing tools and instruction to parents on correct parenting
practices, nutrition, and child development can have a favorable impact on a kid's cognitive
development.
c3Community Support Services -Access to high-quality education, healthcare, and social
services can help avoid intellectual impairments. This involves measures to eliminate poverty,
improve housing conditions, and increase community well-being in general.

5. What are the intellectual and academic characteristics of students with intellectual disabilities?
Answer:
Intellectual impairment has long been seen as a learning disability. However, research
demonstrates that kids with mild to moderate intellectual disabilities may and can gain
academic and adaptive skills when proper learning methodologies and precise instructions are
offered. The evidence described in the recommendations lends more support to intellectual
disability being classified as a thinking disease rather than a learning condition, because
thinking appears to be both a prerequisite for and a component of the learning process.

6. What are the social and personal characteristics of students with intellectual disabilities?

Answer:
Students with ID's poor social skills are a crucial role in bringing the attention of school and
community workers to their condition. Limited social and cognitive problem-solving skills are one
of the reasons that limit persons with intellectual disabilities' self-determination and quality of
life. When instructions are explicit, however, social problem-solving skills can be learnt and
applied.

7. What are the adaptive behavior skill characteristics of student’s with intellectual disabilities?
 Answer:
The adaptive behavior skills used to identify students with intellectual disabilities are:
a. conceptual skills (reading, numbers, money, time, and communication skills)
b. social skills (cooperating with others, following social rules and customs, obeying laws, and
avoiding victimization)
c. practical skills (the skills needed to perform the activities of daily living including feeding,
bathing, dressing, using the telephone, managing money, house keeping, occupational
skills, navigational skills, and keeping one's surroundings safe)

8. What role does intelligence testing play in identification?

Intelligence testing plays an important role in identification of person who has
intellectual disability. Tests can aid in the diagnosis of intellectual impairments as well
as the assessment of intellectual potential. The results of these tests can be used to
diagnose learning difficulties. A poor score in certain areas mixed with a high score in
others, for example, may suggest that the person has a specific learning issue.
9. What role does adaptive behavior skills assessment play in identification?
Answer:
Adaptive behavior tests are frequently utilized in assessing kids with learning
impairments. These tests can assist establish which behavioral strengths and
weaknesses in these kids need to be addressed in order to increase their chances of
success in school and in life.

10. What types of academic skills assessment are used?

Common achievement tests used to diagnose a learning disability include the
Woodcock-Johnson Tests of Achievement (WJ), the Wechsler Individual Achievement
Test (WIAT), the Wide Range Achievement Test (WRAT), and the Kaufman Test of
Educational Achievement (KTEA). These tests focus on reading, writing, and math.

B.
1. Write the summary of Newborn Screening Test and give your 200 words reaction.
Answer:
Newborn screening is a very crucial medical treatment performed early after a baby's birth to
identify potential genetic, metabolic, and congenital abnormalities that can lead to physical or
intellectual problems or worse death. A prick blood test in the medial or lateral portion of the
plantar heel is often used to test particular indicators linked with certain disorders. The goal is to
discover problems before symptoms appear, allowing for quick intervention and treatment. The
importance of newborn screening stems from its capacity to avert major health issues and
developmental delays through the implementation of preventative interventions. Early
identification allows for customized therapies such as dietary changes or medication, which
improves overall health results. Importantly, it gives parents with critical information for family
planning decisions and allows them to participate in their child's care in an educated manner. In
addtion, newborn screening aids in data-driven healthcare planning, resource allocation, and policy
creation. It adheres to ethical ideals by supporting children's well-being while preserving parental
autonomy. It is also cost-effective since it reduces the need for significant medical procedures later
in life. As a concept, newborn screening emphasizes contemporary healthcare's proactive approach
to ensuring babies' early well-being, highlighting the importance of prevention and early
intervention in enhancing health outcomes.

2. Discuss the process of newborn screening. Is newborn screening mandatory in the Philippines?
Explain the importance of NBS?
Answer:
According to Republic 9288, the newborn screening shall be performed after 24 hours of life but not
later than 3 days from complete delivery of the newborn, except for a newborn that must be placed
in intensive care in order to ensure survival, may be exempted from the 3-day requirement must be
tested by 7-day of age. In this process, a few drops of blood from a newborn in his/her medial or
lateral plantar heel will be collected unto an appropriate collection card and perform biochemical
testing for determining if the newborn has a heritable condition.

In the Philippines, newborn screening is not mandatory however, it is highly encouraged to be

done. If newborn screening has not been done, severe mental retardation, neurological
impairment, developmental and physical delays, and even are the few effects that might be
happened. These complications might either be due to endocrine disorder, amino acid disorder,
fatty acid disorder, organic acid disorder, urea cycle defect, and hemoglobinopathies that can be
detected earlier through conducting newborn screening.

Newborn screening detects problems that may have long-term consequences for a child's health or
survival. Early discovery, diagnosis, and intervention can save lives and allow children to attain their
full potential. It allows for immediate intervention and therapy. As a result, it may enhance the
quality of life for those who are impacted. Preventing intellectual impairments, developmental
delays, and other health-related issues is part of this.

3. Do you believe an intellectual disability is a permanent condition or one that could change over
time? Why?
Answer:
Yes, I believe that intellectual disability is a permanent condition. However, early and continued
intervention may enhance functionality and allow the individual to thrive for the rest of their lives.
Individuals with intellectual impairments may still learn, grow, and live meaningful lives if they
receive the right support and interventions. The emphasis switches from curing to providing
support and accommodations to improve the individual's quality of life and assist them in reaching
their full potential.

4. Research about the activities of individuals with intellectual disabilities or watch a videos (ID)
or movie entitled I am Sam, examine how individuals with intellectual disabilities are more
like you than different from you. Write your reflection.
Answer:
The film "I Am Sam" tells a really heartwarming narrative. It is about the life of Sam Dawson, a
mentally challenged man and father, and how he was able to overcome the challenges and
struggles he had endured despite his impairment. It also demonstrates that disabilities are
never an impediment to achieving one's life goals as long as there are: hard work, such as
what Sam possessed when searching for a lawyer to fight for her daughter; and love and
support, such as what Sam received from his friends and those who believed in him. Despite
his condition, he did not give up and continued to battle for custody of his child. This movie
shows to us that even the individuals with intellectual disability can exhibit great tenacity and
endurance. They encounter challenges and failures yet keep working toward their goals.