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| printer friendly | LEARNING DISABILITY | ||||||||||||||||||||
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Learning Disability: Intellectual Disability Learning disability (formerly known as mental handicap) and referred to increasingly as intellectual disability covers a wide range of intellectual impairments. Generally someone is considered to have a learning disability when they function at a level of intellectual ability which is significantly lower than their chronological age. This is usually considered to be equivalent to having an IQ of seventy or less and occurs in approximately two to three per cent of the population. Increased difficulties in acquiring basic independence, self-care and life skills, and increased dependence on others are common. Specialist educational input is usually required. This is increasingly possible within mainstream school settings, though sometimes specialist school placement still proves to be most beneficial. Mild learning disability (roughly equivalent to an IQ of fifty to seventy) is analogous to the educational term 'moderate learning difficulties'. It is usually caused by a combination of restricted learning and social opportunities plus a high rate of low-average intellectual ability and learning disability in close relatives. Moderate-to-profound learning disability (roughly equivalent to an IQ below fifty) is analogous to the educational term 'severe learning difficulties'. It usually has a specific biological cause. However there are exceptions either way. Learning disability may occur in isolation, in association with other sensory or physical handicaps, or as part of a recognisable genetic syndrome. Emotional and behavioural difficulties are common in individuals who have a learning disability, for a variety of biological, psychological and social reasons. Assessment and management of such difficulties can be problematic and may require a specialist multi-disciplinary team involving professionals from health, education and social services as well as the private and voluntary sector. The cause of learning disability is often undetermined (see Undiagnosed Children). However there are five main areas in which intellectual impairment can occur:
Once diagnosed, likely challenges and progress of children with intellectual disability will depend more especially on:
Broadly, important components of management include:
Inheritance patterns This is dependent upon the underlying condition and may include 'chorionic villus sampling' (testing a small piece of material from near the placenta), ultrasound scanning, amniocentesis, fetal blood sampling and fetoscopy (examining the developing baby through a small telescope). Early identification, evaluation and remedial input are essential to maximising the abilities and progress of individuals with learning disability. Medical text written May 2001 by Professor J Turk. Last updated November 2005 by Professor J Turk, Professor of Developmental Psychiatry and Consultant Child & Adolescent Psychiatrist, Department of Clinical Developmental Sciences, St. George's Hospital Medical School, London, UK. ![]()
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