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Introduction
Intellectual disability is used when describing a person who has certain limitations in mental functioning. The conditions brought about by intellectual disability may limit a child or an individual to develop slower than the normal rate. It may limit the children on how soon they learn how to speak, walk and do some things on their own like eating (State Government of Victoria, 2010).
Causes Intellectual Disability
Intellectual disability is a condition that has varied causes. The most common causes of intellectual disability include genetic conditions. Abnormal genes inherited from parents bring about this condition. A good example of a genetic condition is the Down syndrome. The second cause of intellectual disability is through problems experienced during pregnancy. Cases where a baby does not develop properly in a mother’s womb can easily result in the baby being intellectually disabled.
For example, a mother who drinks alcohol may give birth to a baby who is intellectually disabled. The third cause is problems experienced at birth. In cases where a baby experiences low oxygen supply at birth, he or she may have intellectual disability. Lastly, intellectual disability can be caused by health problems. Contracting diseases, like whooping cough, measles, or meningitis, may cause an intellectually disable condition if he or she is not well treated (US Department of Education, 2010).
Consideration of a teacher or employer in working with someone with an intellectual disability
In working with an intellectually disabled individual, a teacher or an employer needs to take some important considerations. In a school, for example, children who are intellectually disabled can be able to perform extremely well if guided properly through the process by individualizing the help given to them.
The type of help that is given to examine children are divided into categories depending on the difference in ages, whereby children up to the age of three can be helped through an individualized family services plan which involves the participation of the family members. This type of service describes the needs of a child and what will be the best for his / her needs.
The next category is for school-aged children who are accorded special education, and they get whatever they require through the school system. The most important skills that help intellectually disabled children are skills that enable them to adapt to the environment, live and socialize in the community.
Some of the considerations that a teacher may apply in dealing with an intellectually disabled child include teaching them communication skills. This will specifically help them in communicating with their peers and interacting with them well. Secondly, the teacher specifically needs to teach them how they can maintain their hygiene taking special consideration on how they dress, bathe and what they require while going to a bathroom.
The next issue is teaching them how to maintain their health and safety while being at school. Another important consideration the teachers can instill in the intellectually disabled children is to teach them social skills that include mannerism in conversation, how to get along with a group and how to play a game with other children. Lastly, the teachers have a responsibility of guiding the children how to read and write which includes basic math functions (Schultz, Larry, & King, 2005).
Conclusion
In conclusion, intellectual disability is not a disease but rather a mental disability. Individuals who are intellectually disabled can be given great help if the person dealing with them understands their needs. The best way to help an intellectually disabled individual is through developing interest in learning more about what intellectual disability entails. Through this learning process, one gets to know more about intellectual disability. Knowing about intellectual disability is like a two-way traffic as the more someone knows about it, the more informed he or she is towards helping the victim (Dalton & Janicki, 1999).
References
Dalton, A. J. & Janicki, M. P. (1999). Dementia, aging, and intellectual disabilities: a handbook. New York, NY: Brunner/Mazel.
Schultz, J. L., Larry, D. E. & King, M. K. (2005). Fundamentals of Neurologic Disease. New York, NY: Demos Medical Publishing.
State Government of Victoria, (2010). Intellectual Disability.
US Department of Education. (2010). 29th annual report to Congress on the implementation of the Individuals with Disabilities. Education Act, Vol. 2.
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