ABSTRACT
This chapter focuses on the characteristics and education of children who have intellectual disabilities. The concept of intellectual disability has undergone a remarkable change during the past 200 years, from considering children and individuals with intellectual disabilities “feebleminded” in the 19th century to advocating for them to receive educational and support services so that they could become self-determined in the 21st century. Intellectual disability includes limitations in intellectual functioning and daily adaptive functioning. Several disorders have been associated with intellectual disability, many of which have genetic causes, such as Down syndrome and Fragile X syndrome. These disorders have various physical, behavioral, and developmental characteristics. Working with children with intellectual disabilities requires an in-depth understanding of the child’s developmental level and characteristics as well as using best practice approaches to help them develop appropriate developmental skills and independence. Best practices involve using assistive technologies, different levels of prompts, task analysis, visual strategies, meaningful and functional activities, and appropriate use of positive reinforcers. Self-determination, the ability to make appropriate goals autonomously and follow those goals, aligns with principles of UDL and should be part of any educational and supportive services for young children with intellectual disability.
