This paper relates to the issues dealing with the identification and terminology of intellectual disability students, and the issues regarding classification and definition of intellectual disability students. What some of the viewpoints of teachers and the impact of characteristics on curricular needs, learning, and social attitudes for students with intellectual disabilities.
If we ask a school teacher, psychologist, or parent with a child of ID what the definition was for intellectual disability we would probably get a different answer from everyone. With that in mind than there can be issues relating to the identification and terminology of students with intellectual disabilities because everyone has their own ideas of what ID consists of.
From my own prospective I considered ID as a term to mean that a child has limitations to their ability of learning on an expected level, and there are different levels of ID. If a child has an intellectual disability then they might develop and learn on a slower pace than peers of their age. The levels could be considered severe or they might just have a slight intellectual disability.
When asking someone from the special education team they responded by saying intellectual disability can be defined as a disability that has considerable limitations in adaptive behavior and intellectual functioning. This to me deals with anything of practical and social skills. Once the terminology is determined than the identification process can take place.
Early identification of children with intellectual disability makes it possible to see to the needs in a prompt manner. This will result in being beneficial to the child and their family. There are different strategies that can be used to identify such as annual checkups from the doctor. There isn’t a particular strategy that is better than another, but structures in