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Developmental Disabilities Awareness

Did you know that March is National Developmental Disabilities Awareness Month? The CDC defines developmental disabilites as a group of conditions due to impairment in physical, learning, language, or behavior areas. These conditions begin during the developmental period, may impact day-to-day functioning, and usually last throughout a person’s lifetime. shares that only when a baby or preschooler lags far behind, fails altogether to reach the developmental milestones, or loses a previously acquired skill, is there reason to suspect a mental or physical problem serious enough to be considered a developmental disability.

Intellectual Disability (ID) (formerly called mental retardation) is the most common developmental disability–nearly 6.5 million people in the United States have some level of ID. (more than 545,000 are ages 6-21). As providers to these individuals, we thought it would be helpful to share some more information from the American Academy of Pediatrics: 

What is an "Intellectual Disability"?

Children with IDs have significant difficulties in both intellectual functioning (e.​g. communicating, learning, problem solving) and adaptive behavior (e.g.  everyday social skills, routines, hygiene).  

IDs can be mild or more severe. Children with more severe forms typically require more support–particularly in school. Children with milder IDs can gain some independent skills, especially in communities with good teaching and support. There are many programs and resources available to help these children as they grow into adulthood.

​With the passage of Rosa's Law in 2010, many states replaced all terminology from "mental retardation" to "intellectual disability." Unfortunately, it has taken time for people to use the new term.

The general public, including families and public policymakers at local, state and federal levels, are becoming aware of how offensive this term is. The American Academy of Pediatrics (AAP) does not encourage the use of nor promote the term "mental retardation."

How Do I Know If My Child Has an Intellectual Disability?

To help your child reach her full potential, it is very important to get help as early as possible. Talk with your Kids First Pediatrics Provider if you think there could be a problem. You may be referred to a developmental-behavioral pediatrician or other pediatric specialist for further evaluation and screening.

There are many signs of an Intellectual Disability. For example, children may:

  • Sit up, crawl, or walk later than other children

  • Learn to talk later or have trouble speaking

  • Have trouble understanding social rules

  • Have trouble seeing the consequences of their actions

  • Have trouble solving problems

  • Have trouble thinking logically

About developmental delays:

Your provider might initially say your child has developmental delay. Later, your child may be diagnosed with ID. Even though all children with ID show signs of a developmental delay early in life, not all children with a developmental delay end up having ID. Sometimes, a mild ID may not be recognized until a child starts school and struggles to learn at the same pace as his peers.

How are Intellectual Disabilities Diagnosed?

A child has to have both a significantly low IQ and considerable problems in everyday functioning to be diagnosed with ID.

About the IQ test:

IQ ("Intelligence Quotient") measures a child's learning and problem solving skills. A normal IQ score is around 100. Children with ID have a low IQ score–most score between 70 and 55 or lower.

Usually, children are not able to do an intelligence test (Intelligence Quotient Test or IQ test) until they are 4 to 6 years old. Therefore, parents may have to wait until a child reaches that age before knowing for sure if their child has ID. Sometimes, it can take longer.

About adaptive behavior:

As previously mentioned, a child must also have considerable problems in everyday functioning to be diagnosed with ID. To measure adaptive behavior, providers and other evaluators look at what a child can do in comparison to other children the same age. Examples include:

  • Personal care skills (e.g. getting dressed, going to the bathroom, self-feeding)

  • Communication and social skills (e.g. having conversations, using the phone) 

  • School or work skills

  • Learning routines

  • Being safe

  • Asking for help

Most children with IDs can learn a great deal, and as adults can lead at least partially independent lives.

What is the Treatment and Outlook for an Intellectual Disability?

There is no cure for IDs; however, most children can learn to do many things. It just takes them more time and effort.  

Support resources:

Many families have a child with ID. One way to find a family support agency in your state is by going to Family Voices and clicking on the state map or calling them toll free at 888-835-5669.  ​

Every state also has a Parent Information Center (PIC) to help families with their child's special education needs.

What are Common, Coexisting Conditions in Children with Intellectual Disabilities?  

Children with severe IDs are more likely to have additional disabilities and/or disorders compared to children with milder IDs.

Examples of associated disabilities:

Additional Information:

​Your Kids First Pediatrics provider can help you accesssupport or services in your area. Give us a call today. Raleigh: (919) 250- 3478, Clayton: (919) 267- 1499. 

*This article is informational but is not a substitute for medical attention or information from your provider.


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