LEARNERS WITH INTELLECTUAL DISABILITY
The term ‘intellectual disability’ refers to a group of conditions caused by various genetic disorders and
infections. Intellectual disability is usually identified during childhood, and has an ongoing impact on an
individual’s development. Intellectual disability can be defined as a significantly reduced ability to
understand new or complex information, learn new skills and to cope independently including social
functioning. As with all disability groups, there are many types of intellectual disability with varying
degrees of severity. These include considerable differences in the nature and extent of the intellectual
impairments and functional limitations, the causes of the disability, the personal background and social
environment of the individual. Some people have genetic disorders that impact severely on their
intellectual, social and other functional abilities. Others with mild intellectual impairment may develop
adequate living skills and are able to lead relatively independent adult lives. Approximately 75 per cent
of people with intellectual disability are only mildly affected, With 25 per cent moderately, severely or
profoundly affected.
Impact of intellectual disability
The characteristics and impact of a person’s intellectual disability will vary depending on the
cause. There are a number of common characteristics that may have a significant impact on an
individual’s learning, including:
• Difficulty understanding new information
• Difficulties with communication and social skill
• Slow cognitive processing time
• Difficulty in the sequential processing of information
• Difficulties comprehending abstract concepts.
Austed discussions during 2014 highlighted the challenges that students with an intellectual
disability can experience at university level. Students may cope well with the ‘hands-on’ components of
post-secondary study, but find it difficult to understand complex information.
One strategy known to be successful is to integrate people with an intellectual disability by
providing opportunities for auditing classes. Auditing is an approach whereby a person attends lectures
in an award course for general interest (i.e. not for the purpose of completing the requirements of the
award). Auditing does not include assessment, online learning material, or attendance at laboratory or
tutorial classes. It can include access to the library and general campus facilities.
Teaching strategies
It is important to know that despite difficulties in a learning environment students with
intellectual disability can and do have the capacity to acquire and use new information. There is a range
of inclusive teaching strategies that can assist all students to learn but there are some specific strategies
that are useful in teaching a group which includes students with intellectual disability:
