Q: What does it mean when someone has an Intellectual

Disability?
A:

A person with an Intellectual Disability (also referred to as a Cognitive

Disability) has limitations of adaptive behavior and mental functions in the
areas of communication, self-care, and social skills. It may take longer for a
person to learn to speak, dress themselves, process or recall information,
adapt to common social norms, etc. Children with Intellectual Disabilities will
likely have difficulty learning in school at the same rate as their typical
peers. Their overall general development moves at a slower pace.

Q: What are the qualifications for someone to be

identified with an Intellectual Disability?
A:

Intellectual functioning (or IQ) is rated on how the person learns, thinks,
solves problems, and makes sense of the world. An average score on the
majority of these assessments is 100. Scores below 70 are considered to be
in range of a person having an Intellectual Disability.
Adaptive behavior is measured by comparing the childs daily living
skills, communication skills, self-direction, use of resources, and social skills
with other children the same age.
Both intellectual abilities and adaptive skills are used in order to identify
persons with Intellectual Disabilities.

Q: What are typical goals associated with a person

having an Intellectual Disability?
A:

Goals align with specific needs of the individual identified with the
disability. Functional goals are chosen to work on building life skills necessary
for independent success when the structure and supports of the academic

setting are gone upon the students graduation from high school. Academic
goals are designed to move the child toward further mastery of basic
concepts with numbers in math, reading and decoding text, and build written
and composition skills.

Q: What do typical services look like?

A:

Often direct instruction is necessary outside the general school

curriculum to increase basic skills in academics and adaptive behavior. More
one on one attention and routine based structure can be utilized. Once these
skills are developed, students are incorporated into the general education
setting and use any number of supports from extra staff assistants, assistive
technology, differentiated materials, and accommodations to increase access
to material. Transportation to and from school is provided at no cost by
Student Transit.

Q: What are some good strategies for students with

Intellectual Disabilities in general and in special education
settings?
A:

Students with Intellectual Disabilities tend to learn best through use of

routine and repetition. One on one or small group instruction is a preferred
style for optimal learning. Students need multiple attempts to learn new
skills. Tying lessons into real life situations and students interests through
hands on learning when possible helps them make meaningful connections
and aid in comprehension.

Q: Are there other resources locally or on the Web where

I could look more into this disability?
A:

Absolutely! Here are few to get you started! Many of these sites will
have links for you to further explore.
Wisconsin Department of Public Instruction Special Education Eligibility
Special Education Referral Process

Parents Rights in Special Education

The ARC of Eau Claire - Advocates for Individuals with Disabilities
American Association on Intellectual and Developmental Disabilities
Association for Persons with Severe Handicaps
Center for Disability and Development

Parent Center Hub - Disability Milestones and the Law