Intellectual Disabilities FAQ Presentation Handout

Thank you all for attending the presentation on intellectual disabilities and developmental delays.

Below, you will find a list of FAQ’s, resources, and strategies that can help you meet the needs

and assist when working with a child with disabilities.

1. What is the difference between developmental delay and intellectual disability (ID)?

- Developmental Delay: label occurs when a child takes longer to develop skills in areas

like speech, motor skills, or social skills. It is usually diagnosed in children under 9, and

they may "catch up" as they get older.

- Intellectual Disability (ID): involves limitations in intellectual functioning (IQ below

70-75) and everyday skills. Examples of intellectual disabilities would be Down

Syndrome, Fragile X Syndrome, Williams Syndrome, and Fetal Alcohol Syndrome

According to IDEA:

- Developmental Delay Under IDEA, a developmental delay is defined as delays in

physical, cognitive, communication, social/emotional, or adaptive development in

children ages 3-9, which require special education and related services. States may add

specifics to this definition, including the age range, and local school districts must follow

the state's definition if they choose to use the term.

- Intellectual Disability - refers to significantly below-average intellectual functioning (IQ

below 70-75) combined with deficits in adaptive behavior that affect a child’s educational

performance. The term was changed to "intellectual disability" in 2010 under Rosa's Law,

though the definition remains the same. Intellectual disabilities are diagnosed based on
 IQ tests and assessments of adaptive behaviors like daily living skills, communication,

and social skills.

2. What causes developmental delay and ID, and how common are they?

- Developmental delays and intellectual disabilities can be caused by things like genetics,

problems during pregnancy, issues at birth, or not having enough exposure to learning or

social opportunities early on. Intellectual disabilities impact around 1-3% of the

population; developmental delays are seen more often in younger children. The number

of cases depends on how early children are diagnosed and the healthcare services

available to them.

3. How are developmental delay and intellectual disability diagnosed?

- Professionals such as doctors, psychologists, and teachers diagnose developmental delays

and intellectual disabilities through tests and observations. Developmental delays are

often identified when a child experiences delays in speech, motor skills, or other

developmental milestones. For example, by 12 months, infants should be babbling and

using simple words like "mama" or "dada". By 2 years old, children should have a

vocabulary of at least 50 words and begin forming simple sentences (Feldman, 2019).

- Intellectual disabilities are diagnosed by measuring IQ and assessing how well the child

handles everyday tasks, such as communication and self-care. These evaluations help

guide appropriate interventions and support for the child. Examples of assessments that

may be administered would be the Woodcock-Johnson Test of Cognitive Abilities,

assess cognitive functioning and IQ. When you combine the scores' with the overall

deficits in function, they can be used to diagnose intellectual disabilities.

4. What challenges do students with developmental delay and ID face in school?

- Students with developmental delays or intellectual disabilities often need extra help with

subjects like reading, math, and writing to keep up with the curriculum. They may also

have trouble making friends or fitting in socially, which can lead to feelings of being left

out. According to FSU College of Social Science and Public Policy, friendships are

critical for graduating from high school. FSU research suggests the odds of earning a

high school degree increase for each friend a student has. It’s also important who those

friends are. For example, studies found that students were more likely to graduate when

their friends held higher educational expectations(Bruefach, 2024). School can be

difficult and cause frustration which could lead to emotional outbursts or behavior

problems in class. Many of these students also need support with managing their

emotions and following classroom rules.

5. How can we create a welcoming classroom for all students?

- All educators and adults in the classroom should encourage all participants to respect

everyone’s differences; diversity should be celebrated. The classroom should be a place

where students have the opportunity to work together and learn from each other during

classroom activities. It is important to make all lessons inclusive and scaffold accordingly

so that all students can participate. According to the NIU Center for Innovative Teaching

and Learning, instructional scaffolding challenges students through deep learning and
 discovery, engages them in meaningful discussions both in small and large groups,

motivates them to improve as learners, and increases the likelihood of meeting

instructional objective (NIU, 2012)

6. How do developmental delay and ID affect families, and why is parent collaboration

important?

- Having a child with developmental delay or intellectual disability can be challenging for

families. Parents may experience stress as they navigate their child’s needs and the

support required to help them succeed. It is important to collaborate with parents to

ensure that the child’s needs are met both at school and at home. When teachers and

parents are able to work together, they can create a support system that benefits the

child’s growth and progress. When the school and community are able to communicate

with parents and meet their needs, it will only improve the chances of the child

succeeding academically, socially, and emotionally.

7. What strategies can teachers use to help students with developmental delay and ID?

- Teachers can help students with developmental delays and intellectual disabilities by

adjusting lessons to fit different learning needs. A couple strategies a teacher could use in

the classroom would be using visual aids, giving extra time, or providing a scribe. They

can also use assistive technology, like speech software, text-to-speech, or an ipad. Setting

clear rules and rewarding good behavior can help manage classroom conduct. Pairing

students with peers for learning and social support encourages teamwork and helps

students build friendships.

1. National Down Syndrome Society (NDSS) – Learn about Down syndrome.

www.ndss.org

2. The Arc – Advocacy for people with disabilities. www.thearc.org

3. American Association on Intellectual and Developmental Disabilities (AAIDD) –

Research on intellectual disabilities. www.aaidd.org

4. Center for Parent Information and Resources (CPIR) – Resources for families of

children with disabilities. www.parentcenterhub.org

5. Understood.org – Support for parents and teachers of children with learning challenges.

www.understood.org

References

1. Feldman HM. How Young Children Learn Language and Speech. Pediatr Rev. 2019

Aug;40(8):398-411. doi: 10.1542/pir.2017-0325. PMID: 31371633; PMCID:

PMC7236655.ji

2. Bruefach, T. (2024, September 18). How social isolation effects the academic

achievement of students with learning disabilities. College of Social Sciences and Public

Policy. https://cosspp.fsu.edu/how-social-isolation-effects-the-academic-achievement-of-

students-with-learning-disabilities/
3. Northern Illinois University Center for Innovative Teaching and Learning. (2012).

Instructional scaffolding. In Instructional guide for university faculty and teaching

assistants. Retrieved from https://www.niu.edu/citl/resources/guides/instructional-guide