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Intellectually Disabled

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30 views13 pages

Intellectually Disabled

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lilly03lee
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Guidance and Counseling for Children with Special Needs Part I | Guidance and Counselling for the Mentally Challenged/Intellectually Disabled Part II Guidance and Counselling for Children with Learning Disabilities Part III Guidance and Counselling for the Physically Challenged (& scanned with OKEN Scanner Part | Guidance and Counselling for the Mentally Challenged/ Intellectually Disabled 3.0. Introduction 3.1 Objectives 3.2 Characteristics of Intellectual Disability 3.3 Identification of the Needs of Children with Intellectual Disability 3.4 Guidance of the Child with Intellectual Disability 3.5 Suggestions for Educational Guidance 3.6 Counselling for Socio-emotional Development 3.7 Environmental Interventions 3.8 Working with Parents of the Mentally Challenged 3.9 Volational Rehabilitation of the Mentally Challenged Students 3.10 Summary Self-evaluation Exercises Answer Key to Self-evaluation Answer Key to Self-check I References (& scanned with OKEN Scanner Aer Counselling for PNA Uielt at ) intellectually Disabled 3.0 INTRODUCTION Disabled or Mentally Challenged is used to describe people (1Q) is below the normal intelligence. Intellectual disability isthe currently preferred term for the disability histo ally referred to as | retardation, The change in the way of addressing people in a humane way isa attitudes in society towards people with limited s of such people. ‘The term Intellectually whose Intelligence Quotient ‘mental step forward in fostering positiv intelligence. This would make a better impact on the The following case is an example of a child with intellectual dlsabilit Raju developed much more slowly than his older brother Ramu, which caused loping so slowly at the age of 6 However, the audiologist found some concern to his parents. His speech was de} years that the parents suspected hearing los nothing wrong with Raju’s hearing and he referred Raju to a psychologist who conducted a series of observations and administered a standardised intelligence test. The test score indicated an intelligence quotient (IQ) of 60 ~ much below the average of 100. Although chronologically Raju is now 7 ycars old he functions like a child 3-4 years younger. He has acquired the required self-help skills for his age level like dressing, feeding, personal hygiene, ete. but he sometimes gets aggressive: Ramu is a child suffering from mild intellectual disability. eo shove ct sives 4 picture of the suffering that a child with limited inteligenc® {adersocs I is generally pereived that children with limited intellectual ability 2#¢ ea (Qand that such children are unable to learn or to care for themselves. Although ei a intellectual disability have significantly low IQ and considerable problems in everday functioning, most of them can learn a great deal and a5 ais the intellectually chal independent lives. This unit discusses the characteristics ° probes a 2 allenged and the natute of physical, personal and emote in schools and in everyday life. © scanned with OKEN Scanner rahe preferred term is elect! dain ons promulgated by the American Agr Fae Disabilities (NAIDD, previously, ental Retardation. “veetual disability is detined as a signie Me een wath deficit in adlapti vm 1994), Sub-average intelleens ains at or below 70 as. per Althoug! _ ation on Int cllectual al a AAMR) remain the same as thn an pel found Intel existing © ANE sub-averaye intellectual funey ve behaviour (meng he a Al functioning Acedia, ) + the standard ME level berween 55 to. 70 have mild intellectual sD ep and below 25 have Moderate, nse Deficit in adaptive behaviour refer < Be has to depend on others for taking care of his/her ey we edoes not mean that a person with intellectual disability ¢ in aking care of his/her needs. This unit will ‘tions that a person hie eryday needs, an never be independent fos with proper suppor, 3.1 OByECTIVES Aer going through this unit, you will be able to. describe the meaning of intele | over children; : explain the special needs and problems faced by this group of students and their at parents; * Mentify hee strengths and, plan and Organise guidance and counselling activities eg for furthering their growth and better adjustment. 6 32 Cuaracreristics OF As mentioned carl ofound levels, ‘ctually disabled and how they are different from INTELLECTUAL Disapmirry

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