Mild To Moderate Disability: 6 Characteristics ✓ Solved

MILD TO MODERATE DISABILITY 6 Characteristics of a Mild to

Cognitive impairments are categorized into various classes comprising of mild, moderate, severe, and profound intellectual disability. The first two classes affect learning to a slight extent where the parties involved in managing them can control easily. Study shows that around 85% of people facing intellectual disabilities fall into the category of mild intellectual one, and this class does not have much impact on academic success. For instance, someone who can read but finds it challenging to comprehend what they read falls into this category.

On the other hand, students with moderate intellectual disability communicate fairly even though their communication is only applicable in simple contexts. Hence, people under this category usually have difficulty in social situations and face challenges with social judgments. This study seeks to evaluate the impact of mild to moderate intellectual disability based on Henry’s case, including the definitions and characteristics as outlined by the Individuals with Disabilities Act.

According to Basha (2014), mild to moderate disability refers to disabilities affecting students who have difficulty in specific areas, such as struggling to read or comprehend math skills. This category of disability often affects speech, and students with such disabilities may require speech therapy. Typically, these students function well within a general classroom setting when accommodations are made, or when they are supported by a teacher. However, some students fall under this category despite mild disabilities, as defined by the Individuals with Disabilities Act, indicating their need for additional support.

Henry does not have any physical disabilities but is classified under the mild to moderate category due to his difficulties in reading and comprehending vocabulary. Various educational approaches can be utilized to assist him in coping with his classmates. Assessing a child’s level of functioning in different contexts is crucial to understanding their capacity to cope, which informs the need for interventions (Basha, 2014).

Henry’s classification as mildly to moderately intellectually disabled was grounded in multiple factors. These included a referral from his previous school, where he displayed challenges in reading aloud and took considerable time decoding words. His reticent verbal expression and preference for solitary activities indicated a reluctance to engage with peers, further justifying his categorization. Despite these challenges, Henry shows willingness to improve; he attempts all assessments and seeks feedback on his performance after each one.

The potential causes of Henry's disability can be classified into three main categories: environmental, instructional, and psychological factors (Whitaker, 2013). Environmental factors include his experiences at the library, where he had difficulty accessing desirable books, leading to a preference for movies over reading. Additionally, his reluctance to engage with peers may also be attributed to environmental influences, such as classroom dynamics.

Psychological factors play a significant role in Henry's experience. He believes he is not competent at reading, which compounds his reluctance towards the task, although he continuously attempts to tackle his challenges—indicating a desire for self-improvement. The instructional aspect can be seen in the prior school’s lack of engagement with Henry, who often seated himself at the back of the class to avoid interaction and did not receive adequate support for his learning needs.

Neglecting to address mild to moderate disabilities could lead to severe consequences for Henry’s academic success. For instance, children who struggle to read in early education typically face difficulties in higher-level studies, which jeopardizes their overall performance (Gargiulo & Bouck, 2017). If necessary interventions aren’t implemented, Henry may experience isolation from peers and become more entrenched in negative self-beliefs.

The importance of timely intervention cannot be overemphasized, especially as Henry demonstrates a commitment to improving his abilities. The evaluation of his progress through regular assessments highlights a potential to catch up with his peers if the right strategies are put in place.

Conclusion

Mild to moderate intellectual disability represents the earliest stage of impairment, posing relatively manageable challenges for educators and caregivers. This analysis demonstrates that Henry's difficulties in reading and comprehension can be effectively addressed, allowing him to thrive alongside his peers. However, neglecting to implement strategies for intervention could have long-lasting adverse effects on his academic trajectory and psychological well-being.

References

• Basha, S. (2014). Special and inclusive education specialization in mild and moderate disabilities. EDUCatt - Ente per il diritto allo studio universitario dell'Università Cattolica.
• Gargiulo, R. M., & Bouck, E. C. (2017). Instructional Strategies for Students With Mild, Moderate, and Severe Intellectual Disability. Thousand Oaks, CA: SAGE Publications.
• Whitaker, S. (2013). Causes of Intellectual Disability. Intellectual Disability.