What level of cognitive functioning is associated with each category of intellectual disabilities: mild, moderate, and severe/profound? Give examples

Question

What will be an ideal response?

Answer 1

Mild intellectual disabilities are associated with academic performance and movement to the world of work after graduation with some help. Independent living is the likely outcome with support persons intermittently monitoring performance.

• Moderate intellectual disabilities implies greater involvement and, conversely, greater need for support. The school curriculum for these students tends to focus more on functional living skills. Learning multiplication is less important than learning to keep a bank account. Socialization skills for supported living are more important than reading at the tenth-grade level.
• Severe/profound intellectual disabilities suggests that supervised living, working, and recreation will be necessary in the post–high school years. During school life, the focus tends to be mainly on the acquisition of functional skills. For example, rather than learning to read orally, the student will be taught to interpret important words in the environment like exit, poison, and danger.

Note: Traditionally, these categories are associated with IQ numbers to establish otherwise blurred borders. The Hunt and Marshall text does not do this.