Intellectual disability includes a range of cognitive differences that influence how individuals process information and learn new skills. Recognising and supporting these differences helps create inclusive and effective learning environments.
Cognitive Functions and Organisation
Individuals with intellectual disabilities may think and learn differently, affecting areas such as attention, reasoning, problem-solving, memory, planning, and judgment. These differences can change the way they take in and use new information. Providing extra time and support for tasks like reading and mathematics can be helpful. Many individuals learn best through hands-on, practical experiences and benefit from clear, step-by-step instructions.
Practical Competencies
Daily living skills (such as dressing, eating, telling time, and managing money) may take extra practice and guidance. Encouraging independence and using adaptive strategies can support learning in these areas
Communication and Social Interaction
Communication styles vary widely among individuals with intellectual disabilities. Some use a broad vocabulary, while others communicate in different ways. Understanding and respecting each person’s preferred communication style can help strengthen social interactions. Social engagement can also be supported by helping individuals interpret non-verbal cues where needed.
Emotional Regulation and Behaviour
Some individuals may find it harder to recognise and manage their emotions or understand others’ feelings. Providing practical strategies for emotional regulation can support well-being. If a person appears frustrated or upset, it may be a response to an unmet need or difficulty expressing themselves. Approaching these situations with patience and understanding is important.
Health and Motor Skills
Physical health and motor skills can vary. Some people may experience fatigue with certain activities or have challenges with coordination. Offering breaks and adapting activities to match energy levels and abilities can help maintain participation and comfort.
Understanding Intellectual Disability
Intellectual disability refers to a range of conditions, often identified in childhood, that affect thinking and daily functioning. It is important to recognise each person’s individual strengths, preferences, and support needs. Taking a neuroaffirming approach means creating environments that acknowledge and accommodate diverse learning and thinking styles.
Evidence-Based Support and Best Practice
A neuroaffirming approach recognises and respects neurological differences, focusing on strengths and fostering inclusion. This approach is widely supported in psychology and education.
The Australian Institute of Family Studies (AIFS) highlights the benefits of structured and predictable environments, visual supports, and clear communication to enhance learning and engagement. These approaches are well-supported by research.
The Australian Psychological Society (APS) provides ethical guidelines for working with individuals with intellectual disabilities, promoting respect, inclusivity, and person-centred support. This article aligns with these principles by focusing on strengths and adapting support to individual needs.
By taking a strengths-based and neuroaffirming approach, we can support individuals with intellectual disabilities to participate in learning and community life in ways that work for them. This perspective aligns with the Intellectual Disability Health Capability Framework, which promotes respect, inclusivity, and person-centred care.