The definition of intellectual disability has been changed. The concept of support was added in 2002 and the adaptive skills area was emphasized in the definition of 1992 by American Association on Mental Retardation (AAMR). Initially, the level was a main element in the definition of intellectual disability.
In korea, intellectual disability and developmental retardation are defined as "people who have difficulty in educational achievement due to both intellectual skills and adaptive behavior difficulties" and selection criteria of students with special needs showing developmental retardation are defined as "Infant and children under nine requiring special educational measures because the development of more than one among body, cognition, communication, social-emotional and adaptive behavior is significantly retarded compared to peers."
On the other hand, U.S. IDEA 2004 defines intellectual disability as "general intellectual skills are significantly below average and deficite is shown in adaptive behavior and it adversely affect the educational performance of children during the developmental period." The following three criteria are applied to this definition :
- In the standardized intelligence test, result IQ is below the average, less than -2 standard deviation (about IQ 70)
- Both intellectual skills and adaptive behavior should be below the average
- In order to distinguish it from other disorders, deficit of adaptive behavior and intellectual skill should be generated during the developmental period.
0 Comments