Intellectual Disability

Summary

Phone numbers to have handy:

• 911 in case of emergency
• Local police
• Mental health expert
• Friends or neighbors

Know what steps to take if your loved one with mental illness is in danger of hurting himself or hurting others:

• Make a list of places that can help you.
• Call 911 in case of an emergency.
• Keep the local police phone number and phone number of a mental health expert handy.
• Have on hand the phone numbers of friends or neighbors who might help you.
• Post these numbers by the phone or load them into your cell phone or smart phone.
• Talk to your loved one’s doctor or therapist before a crisis. Ask them what you should do if your loved one goes into crisis. 

Find out if your loved one has a crisis plan or a Wellness Recovery Action Plan (WRAP®). A person makes a WRAP® or a crisis plan when they are doing well. It gives directions to doctors, family, and others who may help the person in a crisis. If he has a crisis or WRAP® plan, ask him if you can have a copy. Encourage your loved one to use the other parts of his WRAP® when you see early warning signs that he may be headed toward a crisis.  It will have many instructions that will help you make the right decisions.

If you think your loved one’s mental health condition is getting worse, talk to her. Try to find out what is going on. Everyone has a bad day now and then. But there are early warning signs that signal a relapse. These can include changes in sleep or social activities. Or your loved one becomes very angry or paranoid. Try to get your loved one to see a doctor, therapist, or peer specialist. Your goal is to avoid a crisis.

It is a good idea to have info about your loved one handy. This is in case you need to call for help in a crisis. Make a list that has the following:

• Diagnosis
• Meds
• Situation or behavior that led to the crisis
• Other health problems (diabetes, etc.)
• Info about past crisis (did your loved one try to take her own life? Did he get violent? Did she run away from the hospital? Was he given meds that made him sicker?)

Have extra copies of the list to give to the police and to doctors. A little bit of planning will help your loved one get help she needs.

By Haline Grublak, Vice President of Member and Family Affairs, Beacon Health Options

©2010-2021 Carelon Behavioral Health

Summary

• Delays in reaching developmental milestones can indicate or lead to a developmental problem.
• Early intervention can help babies and children with developmental delays.

From the moment a new life is made, the development process begins. It moves along in a predictable way. This means that certain things should happen at certain times as babies and children grow. Most babies smile by two months. Most babies roll over by five months. And most say their first words by their first birthday.

These markers of growth are called developmental milestones. They show growth in these areas:

• Emotions and feelings
• Thinking, learning and problem-solving
• Language and communication
• Physical growth and movement 

Growth in one area affects growth in other areas. For instance, a hearing problem can cause delayed speech and problems understanding. This affects learning.

Problems in development

Each of us follows our own timetable of development. But if a child does not reach a milestone by the age when it normally occurs in most children, it may mean a problem. This is called a developmental delay. A delay can be a sign of a developmental problem, such as autism or intellectual disability, or something else. A delay does not mean a child will never attain the skill or behavior. But because skills and abilities build on each other, a delay can affect a child’s future growth and potential. 

The good news is that when delays are found early, there are ways to help babies and young kids learn basic skills so they don’t fall further behind. This is called early intervention. It works best when started as early in life as possible, even during infancy. For this reason, monitoring child growth is very important.

A child’s doctor should look for developmental problems at these well-child exams:

• Nine months
• 18 months
• 24 months
• 30 months

Parents should also monitor their baby’s growth. Watching how your child plays, learns, speaks, acts and moves can alert to you delays. Some delays can show up in the first months of life. If you ever have concerns about your child’s growth, talk to your child’s doctor right away. Do not wait until the next well-child exam.

Look for signs of developmental delay

The Centers for Disease Control and Prevention suggests that parents look out for these signs of developmental delay. Talk to your child’s doctor right away if:

By the end of two months, your baby:

• Doesn’t respond to loud sounds
• Doesn’t watch things as they move
• Doesn’t smile at people
• Doesn’t bring hands to mouth
• Can’t hold head up when pushing up when on tummy

By the end of four months, your baby:

• Doesn’t watch things as they move
• Doesn’t smile at people
• Can’t hold head steady
• Doesn’t coo or make sounds
• Doesn’t bring things to mouth
• Doesn’t push down with legs when feet are placed on a hard surface
• Has trouble moving one or both eyes in all directions

By the end of six months, your baby:

• Doesn’t try to get things that are in reach
• Shows no affection for caregivers
• Doesn’t respond to sounds around them
• Has difficulty getting things to mouth
• Doesn’t make vowel sounds (“ah”, “eh”, “oh”)
• Doesn’t roll over in either direction
• Doesn’t laugh or make squealing sounds
• Seems very stiff, with tight muscles
• Seems very floppy, like a rag doll

By the end of nine months, your baby:

• Doesn’t bear weight on legs with support
• Doesn’t sit with help
• Doesn’t babble (“mama,” “baba,” “dada”)
• Doesn’t play any games involving back-and-forth play
• Doesn’t respond to own name
• Doesn’t seem to recognize familiar people
• Doesn’t look where you point
• Doesn’t transfer toys from one hand to the other

By the first birthday, your baby:

• Doesn’t crawl
• Can’t stand when supported
• Doesn’t search for things that they see you hide
• Doesn’t say single words like “mama” or “dada”
• Doesn’t learn gestures like waving or shaking head
• Doesn’t point to things

By the end of 18 months, your child:

• Doesn’t point to show things to others
• Can’t walk
• Doesn’t know what familiar things are for
• Doesn’t copy others
• Doesn’t gain new words
• Doesn’t say at least six words
• Doesn’t notice or mind when a caregiver leaves or returns

By the second birthday, your child:

• Doesn’t use two-word phrases (for example, “drink milk”)
• Doesn’t know what to do with common things, like a brush, phone, fork, spoon
• Doesn’t copy actions and words
• Doesn’t follow simple instructions
• Doesn’t walk steadily

By the third birthday, your child:

• Falls down a lot or has trouble with stairs
• Drools or has very unclear speech
• Can’t work simple toys (such as peg boards, simple puzzles, turning handle)
• Doesn’t speak in sentences
• Doesn’t understand simple instructions
• Doesn’t play pretend or make-believe
• Doesn’t want to play with other children or with toys
• Doesn’t make eye contact

By the fourth birthday, your child:

• Can’t jump in place
• Has trouble scribbling
• Shows no interest in interactive games or make-believe
• Ignores other children or doesn’t respond to people outside the family
• Resists dressing, sleeping and using the toilet
• Can’t retell a favorite story
• Doesn’t follow three-part commands
• Doesn’t understand “same” and “different”
• Doesn’t use “me” and “you” correctly
• Speaks unclearly

By the fifth birthday, your child:

• Doesn’t show a wide range of emotions
• Shows extreme behavior (unusually fearful, aggressive, shy or sad)
• Is unusually withdrawn and not active
• Is easily distracted, has trouble focusing on one activity for more than five minutes
• Doesn’t respond to people, or responds only superficially
• Can’t tell what’s real and what’s make-believe
• Doesn’t play a variety of games and activities
• Can’t give first and last name
• Doesn’t use plurals or past tense properly
• Doesn’t talk about daily activities or experiences
• Doesn’t draw pictures
• Can’t brush teeth, wash, and dry hands or get undressed without help

Losing skills your child once had is also a reason to call your child’s doctor.

Trust your instinct

You know your child best. If you have concerns that your child’s doctor fails to adequately address, contact your state’s early intervention program. A developmental specialist can meet with your child to look for a problem and decide whether intervention is needed.

By Christine Martin

©2014-2021 Carelon Behavioral Health

Summary

When interacting with people with disabilities, do not make assumptions about a person based on his disability.

Have you ever wanted to help someone with a physical disability get through a door or up a curb, but feared doing so would be demeaning? Or have you taken pause when speaking because you didn’t know the correct way of referring to someone with a disability, such as epilepsy?

Don’t worry—most people have. But such awkward situations can be avoided if you learn the basic rules of disability etiquette. Doing so not only shows respect, it also helps to break down the stigmas associated with disabilities. Plus, once you know what is OK to say and do, you can relax when you interact with people with disabilities, making everyone feel more comfortable.

Use “people first” language

All people have limitations, but none of us want them to define us—including people with disabilities. Using “people first” language when writing or speaking about people with disabilities emphasizes the individual, not the disability. Examples include “person with a disability,” “person who is blind” and “person with epilepsy.” Avoid “handicapped,” “disabled” and “physically challenged” and never refer to a person without a disability as “normal.”

Avoid negative constructs like “she’s confined to a wheelchair” and negative words like “he suffers from hearing loss,” “she’s afflicted by MS” or “he’s crippled.” Positive alternatives are “she uses a wheelchair,” “he has a hearing loss,” “she has multiple sclerosis” and “he has a physical disability.”

Extend common courtesies

Holding the door, making eye contact when talking, and shaking hands upon introduction (even with people who have trouble shaking hands or who have artificial limbs) are common courtesies all people appreciate, including people with disabilities. Society’s rules of good manners and etiquette apply to everyone. Keep in mind these additional pointers, however, when interacting with people with disabilities:

• Do not make assumptions about a person based on his disability. For example, a person with a developmental or cognitive disability does not necessarily have limited intellectual functioning.
• Treat adults with disabilities as other adults.
• When speaking to a person with a disability, never direct the conversation to a companion or interpreter who is signing.
• Listen carefully to people with communication disorders. Never pretend to understand what is said. Ask for clarification.
• Wheelchairs are an extension of an individual’s personal space and shouldn’t be leaned on. If you are speaking to a wheelchair user for more than a few minutes, pull up a chair and sit or squat to speak with the person at eye level.
• Identify yourself and others when speaking with a person who has trouble seeing. Never pet a guide dog that is working.
• Wave your hand or lightly tap the shoulder to get the attention of someone who is hard of hearing. Do not overemphasize lip movements in an effort to articulate as this can make reading lips difficult. Also, keep your hands, food, gum, and cigarettes away from your mouth when talking.
• Ask before giving help.

Relax. If you don’t know what’s appropriate or the correct way to say something, ask. And, if you make a mistake, apologize and learn from it.

By Christine P. Martin

©2000-2021 Carelon Behavioral Health

Summary

• Early intervention builds on what the child can do. It also focuses on things parents can do to foster development.
• Early intervention should happen where the child normally lives, plays, and learns and be built into everyday routines.

The first years of life are critical for children with intellectual disability (ID). The brain is more plastic during this time. A child’s experiences and setting can reshape brain structures and functions. This can affect later learning, behavior, and health. Early intervention offers hope for children with ID.

What is early intervention for ID?

It is a plan for education, supports and services for babies and toddlers. It helps them gain actions and basic skills that come naturally to many young children. It can help children with ID from falling further behind. It can also keep other disabilities from developing in the future. It works best when started as early in life as possible.

Early intervention builds on what the child can do. It also helps parents foster growth. A team of experts work with the family to set goals and make a plan. This can include:

• Hearing services
• Speech and language services
• Physical therapy
• Equipment or devices that help a child function
• Health services
• Nutrition services
• Family education
• Occupational therapy

Intervention should happen where the child lives, plays, and learns. It should also be built into everyday routines, such as mealtime or playtime.

How can kids get early intervention?

Each state runs a program for babies and toddlers up to age 3. A test may be needed to decide whether a child is eligible. This test is free. It looks at what a child can do in five main areas:

1. Physical: sits, walks, picks up small objects, eats with spoon
2. Cognitive: shows curiosity, sorts objects, follows clear instructions
3. Communication: turns head toward sounds, babbles, shakes head “no”
4. Social/emotional: likes to play with people, expresses affection
5. Adaptive: dressing, using toilet, eating

Often, a child’s doctor suggests an evaluation. But parents can ask too. Children at high risk of ID or other delays do not need a test to be eligible.

Once a child is found eligible, a team of doctors will work with the parents to write a detailed plan. This is called an Individualized Family Services Plan (IFSP). No more than 45 days can lapse between evaluation and completing the IFSP. Intervention can start sooner.

Families who need early intervention should not worry about the cost. Some services may be paid for by the state. Insurance or government programs may also pay for services. No child is ever turned away because a family cannot pay for intervention.

Is early intervention the same as early special education?

The programs have similar goals but they are not the same. Each has its own rules and policies.

Early special education is for preschoolers age 3 through 5. It gives educational and related services to help children with disabilities or delays. Children with ID who have early intervention will switch to special education at age 3. This can mean big changes, such as moving from a home or day care setting to a preschool, or even riding a school bus. New people will be involved. Also, an Individualized Education Program (IEP) will take the place of the IFSP. Planning ahead and finding allies within the system will help it go smoothly.

How important are parents in early intervention?

Parents are most important of all. They are a child’s first teacher. Parents also know their child better than anyone. They can give vital feedback about their child’s progress to the intervention team. Parents can make a loving and safe home life, which all kids need to thrive.

By Christine Martin

©2014-2021 Carelon Behavioral Health

Summary

• Teens with ID need opportunities for increased independence from their parents.
• Teens with ID can learn social skills needed to make and keep friends. Parents can facilitate opportunities to practice social skills.

Teens with intellectual disability (ID) are like most other teens. They start to pull away from their parents. They begin to figure out their place in this world. They are curious about sex and dating. They long for friendships, to be accepted and to fit in.

The passage from child to adulthood is hard for many teens to navigate. It can be even harder for teens with ID. Puberty, which often starts before the teen years, occurs at the same time for children with and without ID. Yet most children with ID lag behind their peers in other areas. This includes cognitive, social and emotional growth.

If you are a parent of a teen with ID, you can help your child through this time of growth.

Foster a healthy sense of self

Developing a sense of self is a central task during the teen years. For teens with ID, this involves coming to terms with having a disability. One way to foster a healthy sense of self is to give your teen opportunities to feel capable and valued. Look for ways they can contribute at home and in the community. The public library, food banks and advocacy groups are a few examples of places that need volunteers. Many health care places have programs which offer opportunities for those with ID.

Empower your teen to be less dependent on you

Your teen may always need your help with some aspects of adult life. This could be, for example, help with managing money. But the goal for your child is to become as independent as possible.

Learning and growth occur when teens are pushed beyond their comfort zone. Look for ways to modify family roles and routines to give your teen greater autonomy and responsibility. Give your teen lots of practice making decisions, solving problems and doing things with less help from you. Try not to sway your teen into making choices that you want. Encourage them to participate in planning their IEP. Many teens with ID are able to lead their IEP meeting.

Enhance social skills

Teens with ID want and need a circle of friends just like the teens they see at school, the mall and on TV. But social life can be hard for teens with ID. Your teen may not understand or be confused by teen behavior and complex social interactions.

The good news is that teens with ID can learn social skills needed to make and keep friends. These skills are often taught at school and may be included in your child’s IEP. But teens with ID also need safe places to practice social skills outside the classroom.

Seek out clubs or groups at school or in your community that interest your teen and make them feel welcomed. Friendships are more likely to develop around shared interests. You might also look for someone willing to buddy up with your teen until they feel like a regular.

Parents also need to respect a teen’s right to choose her friends. Be sure to welcome your teen’s friends into your home and give them enough privacy.

Talk about sex and sexual feelings

Expressing sexuality is a normal and healthy part of adulthood. Most teens with ID want to have a romantic relationship one day, and many will. Teens with ID need accurate information about sexuality. This includes:

• Self-care
• Names of body parts and what they do
• Appropriate ways to handle sexual feelings toward others
• What behaviors should be done in private
• How to handle unwanted attention
• Deciding if a relationship is healthy or safe

Informed teens are able to make wise choices if they do begin dating. They also are better able to stop unwanted sexual attention.

Many resources are available to help parents talk to teens about sex. Make sure your child knows that you are willing to answer any questions they may have.

Final thoughts

Being a teenager with ID can be lonely and stressful despite efforts to plug into high school life. Be on the lookout for changes in eating, sleeping, mood or behavior that might signal depression and/or anxiety. Contact a mental health professional if your teen needs more than you can give in order to thrive.

By Christine Martin

©2014-2021 Carelon Behavioral Health

Summary

• Parents can foster skills and behaviors that make up the foundation of self-determination.
• Children with ID need lots of opportunity to practice the skills and behaviors that lead to self-determination.

The ability to make or cause things to happen in our lives in a purposeful way is called self-determination. It involves:

• Making choices and decisions
• Having self-control over actions and emotions
• Feeling and acting capable to set goals and solve problems
• Understanding how our actions affect ourselves and others

Self-determination is a learned trait. Kids with intellectual disability (ID) need to begin learning the skills and behaviors that lead to self-determination. They also need lots of practice using them. Doing so will help children with ID become self-determined teens and adults.

Why learning self-determination matters for children with ID

Children with ID who have higher levels of self-determination have better outcomes later in life. They are:

• Less dependent on parents for personal care and support
• More invested in school participation and progress
• More involved in planning for adulthood (transition plans)
• Better able to speak up about their needs and wishes

All family members benefit when people with ID are able to do more for themselves and contribute to family life.

Building blocks of self-determination

Parents can foster skills and behaviors that make up the foundation of self-determination. These include:

• Making choices
• Making decisions
• Solving problems
• Feeling and acting competent (related to self-esteem)
• Knowing your strengths and limitations
• Speaking up for yourself
• Self-regulation (paying attention to what you do and how you feel, and controlling your response)
• Engagement (focus and interaction)

These skills develop over a person’s entire life. Children with ID need help learning and practicing these skills.

What parents can do to foster self-determination skills

Parents can make sure that children with ID get lots of practice using self-determination skills at home and out in the community. Here are some things to keep in mind:

• Children learn best when stretched to do things that push them beyond their comfort zone. Over-protection and giving more help than is needed leads to learned helplessness.
• Children learn to express preferences by making choices. Meaningful choices may include what to wear, what activity to do, to participate or not, people to include or not include, and when to stop.
• Decision-making involves weighing the pros and cons. Kids learn how to consider alternatives and set priorities. They also learn that decisions have consequences.
• Breaking down multistep skills, such as problem-solving and self-regulation, into small steps can make them easier to master.
• There are some good models that educators use to teach self-determination skills. Talk to your child’s teacher about models used at school that you can also use at home. Consistency between home and school is best.
• Let the child’s interests drive goal setting. Motivation and engagement are more likely when goals are geared around a child’s interests. You can structure supports to help your child work toward goals. But keep decisions, planning and actions child-directed. Remember, the process of working toward goals is as important as the outcome.
• Help your child identify their strengths. Show pride in your child’s efforts and successes. Feeling competent and valued will build self-esteem and confidence.
• Help your child learn how to talk about their disability.
• Set up your home to naturally encourage practicing self-determined skills and behaviors. For example, put clothes on low hangers to promote choice-making. Dedicate a quiet place where your child can retreat to calm down or self-soothe. This fosters self-determination.
• Play gives children a chance to practice social interaction. It helps them see how their actions affect other people.
• Talking through what-if scenarios helps children practice assertiveness. Ask, “What would you say if …”
• All kids with ID should be involved in the development of their own IEP no matter their age.

By Christine Martin

©2014-2021 Carelon Behavioral Health

Summary

• A transition plan should reflect a young person’s vision for adult life.
• A young person with ID should be involved in all aspects of transition planning

What will I do after high school? Where will I live? How will I get around? How can I make friends? Will I be happy? These are the types of questions that young people with intellectual disability (ID) and their parents must start thinking about long before adult age. The change from school to adult life can be tough for people with ID. But a thoughtful transition plan that is based on the young person’s strengths, preferences, interests, and needs can make the passage less bumpy and lead to a bright future.

What is a transition plan?

A transition plan is part of a student’s Individualized Education Program (IEP). It maps out the instruction, experiences, and supports a young person will need to move from school to adult life. It also gives a timeline for doing so. It is crafted by a team, which is made up of the student, parents, teachers, and others. At its best, the plan is guided by goals that take in the young person’s hopes and dreams for the future.

Transition planning must start by age 14, or earlier. But the plan is not set in stone. Checking the plan yearly, or more often, ensures that it is open to a young person’s goals should they change.

What kinds of things do young people with ID and their families need to think about when planning for life after high school?

The lives of young people with ID can go in many ways. They and their parents need to picture what they want their adult lives to look like. Some things to think about:

• Careers. Working is a goal for many people with ID. Some people with ID have skills and know-how to compete in the job market. Supported work is an option for people with ID who need ongoing help with getting, learning and keeping a job. It gives them the chance to do useful work for pay. Career training that starts at an early age exposes young people with ID to jobs they might like to do. It also shows what skills are needed to do these jobs.
• Postsecondary education. Completing a technical program or earning a two-year or four-year degree gives a young person with ID a better chance at making a good living. Some programs give support and shelter. But students must tell about their disability to be eligible. Some school districts allow students who need special education beyond age 18 to go to a two-year college or technical school. This way, they can continue their schooling with same-age peers. Visiting programs and learning about the demands of college courses can help make clear whether this path might be a good fit.
• Living arrangements. Many young people with ID want to live on their own one day. Group homes, apartments, and other helpful living arrangements can make this happen. Where a person lives affects other aspects of life. This includes working, getting around, making friends, and using resources.
• Life in the community. Being active in one’s community is a vital but often overlooked aspect of independent living. People with ID need outlets that they enjoy and can join with other people. This could be hobbies, sports or volunteer work. Social inclusion gives a sense of belonging, which is linked to joy and quality of life.

How involved should a young person with ID be in transition planning?

As much as possible. The Individuals with Disabilities Education Act (IDEA), which is the nation’s special education law, requires that students be involved with transition planning. It also wants the plan to reflect the student’s interests and preferences.

Parents should prepare their child to take an active role in transition planning. This starts at a young age with practice at making decisions, solving problems and speaking up for oneself. It also means helping children with ID learn to talk about their disability with others. Older children should be given more freedom to make choices that affect their own lives.

What else can parents do to make sure transition planning goes smoothly?

Having adult service providers in transition planning can prevent gaps in support once a student leaves high school. Parents can also develop an informal group of people who know a young person with ID well and want to be involved in their life. This could be past teachers, neighbors or family. The network can be a bridge to the larger community. It can open doors in the community in ways that professionals often cannot. This could lead to a place to live, a meaningful job and a group of friends.

By Christine Martin

©2014-2021 Carelon Behavioral Health

Summary

• People with ID have significant limitations in mental functioning and adaptive behavior.
• ID has multiple causes.
• People with ID are able to live, work, and enjoy free time in their community.

Kelly is a friendly 4th-grader with mild intellectual disability. Kelly is able to learn, however she learns at a slower rate than her peers. Kelly attends the public school near her home. She receives tailored instruction and support to help her meet specific learning goals. Kelly is active in her Girl Scout troop, but making close friends is not easy. Kelly is also curious and a hard worker. These traits have helped her make good progress at school and at home. Kelly’s parents expect that, with the right support, she will one day be able to work and live on her own. They hope she will make lasting friendships and be an active participant in her community.

Upon the advice of her teacher, Kelly’s parents have requested her school conduct a meeting to determine if she qualifies for an Individualized Educational Plan (IEP). This would help to identify and mobilize specific educational supports that are needed.

What is intellectual disability?

Intellectual disability (ID) is not a disease. Rather, people with ID have significant limitations in two areas: mental functioning and adaptive behavior.

Mental functioning is the capacity to reason, solve problems and learn. It is also called IQ.

Adaptive behavior is the skills people learn to function in everyday life. These can be:

• Conceptual: reading, writing, number sense, money,  and time
• Social: people skills, following rules, self-esteem, being responsible, and standing up for oneself
• Practical: self-care, cooking, health and safety, money, job skills, transportation, and managing time

ID starts any time before age 18. It can range from mild to profound. Eighty-five percent of children with ID fall in the mild range.

Is intellectual disability the same as mental retardation?

ID was once called mental retardation. Today, this term is no longer used. ID is sometimes called intellectual developmental disorder.

What causes ID?

ID can result when something interferes with normal brain development. This can occur before, during, or after birth. Some causes of ID are:

• Genetic problems, such as Down syndrome and fragile X syndrome
• Drinking alcohol while pregnant
• Infections
• Birth defects
• Head trauma, such as from child abuse or an accident
• Certain infections or even stroke

Often, the cause is not known. People with ID may have other disabling conditions, such as attention-deficit/hyperactivity disorder (ADHD) or autism.

How is ID diagnosed?

Infants and children acquire skills and behaviors as they grow. They learn to rollover. They learn to talk. They learn how to interact with peers. Children slower to reach these milestones than their peers may have ID. ID that is severe tends to show up early in life. For children with mild ID, signs may not show up until preschool or later.

Doctors also closely watch children with risk factors for ID. For instance, infants born too early have a higher risk of ID.

Tests are used to diagnose ID. An IQ test measures mental functioning. Other tests assess adaptive behavior. These tests look at what skills a person has and does not have. This information is also used to set goals for and plan treatment.

What is the outlook for people with ID?

ID affects people for their whole lives. But with the right supports, people with ID can have meaningful and fulfilling lives. They can be active members in the community.

To attain the best outcomes, people with ID need:

• Early intervention. These services help very young children. They aim to improve development. A diagnosis of ID is not needed to receive services.
• Special education. This should be designed with the child’s specific needs and goals in mind.
• Support. These are things that help adults with ID be as independent as possible. A job coach is one example.

Today, many people with ID are able to independently live, work, and enjoy free time in their community. Others may need varying degrees of support to achieve these goals. They also face barriers to full participation and acceptance. People with ID want to be valued by all community members. They want to contribute to the well-being of society. And they want to have the freedom to make choices about where and how they live.

By Christine Martin

©2014-2021 Carelon Behavioral Health