Description

Mild Intellectual Disability: a learning disorder characterized by:

(a) an ability to profit educationally within a regualr class with the aid of considerable curriculum modification and supportive service;

(b) an inability to profit educationally within a regular class because of slow intellectual development;

(c) a potential for academic learning, independent social adjustment, and economic self-support. (Ontario Ministry of Education)

Many factors associated with mild intellecutal disabilities correlate with learning difficulties. A variety of assessment methods are used to identify mild intellectual disabilities and include; IQ scores or percentiles, adaptive skills tests, skills-based assessments, and levels of academic achievement.

Developmental Disability: a severe learning disorder characterized by:

(a) an inability to profit from a special education program for students with mild intellectual disabilities because of slow intellectual development;

(b) an ability to profit from a special education program that is designed to accommodate slow intellectual development;

(c) a limited potential for academic learning, independent social adjustment, and economic self-support. (Ontario Ministry of Education)

Students who have developmental disabilities are a highly heterogeneous group with a wide range of learning strengths, needs, and abilities. They may exhibit one or more of the following characteristics: significant impairment of general cognitive functioning; severe delay in academic skills in all areas when compared to skills of their chronological peers, significant impairment of adaptive functioning (eg. self-help, social interaction).

Students with mild intellectual disabilities may demonstrate the following delays in cognitive development: literacy and numeracy levels that are typically three or more years below their age-appropriate placement; a tendency to be distracted easily; short attention and interest spans; difficulty with all academic subjects; delays in speech and/or language acquisition; difficulty remembering.

Students with developmental disabilities may exhibit the following observable characteristics:

• delay in acquiring speech and/or language, and non-verbal skills
• delay in gross and/or fine motor coordination
• associated physical/medical conditions
• short attention and interest spans
• confusion with abstract and figurative language
• tendency to interpret language literally
• need for support with personal care skills
• need for support with socially acceptable behaviour
• need for support with changes in routine
• need for support to establish a positive self-image

Additional Resources

(1) Ontario Curriculum Unit Planner Special Education Teacher Companion at: http://www.ocup.org/resources/documents/companions/speced2002.pdf

(2) Canadian Association for Community Living
http://www.cacl.ca/

(3) Community Living Ontario
http://www.communitylivingontario.ca/