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Contextualising learning and intellectual disabilities

Nov 07, 2024 Letters

Dear Editor,

I am writing to clarify a critical distinction that is frequently misunderstood: the distinction between specific learning disabilities (SLD) and intellectual disabilities (ID). As both terms are frequently employed in discussions pertaining to education and special needs, it is imperative to comprehend their distinctive characteristics and diagnostic implications to foster awareness and support for affected individuals.

Specific Learning Disabilities encompass a group of disorders that impair the ability to acquire knowledge in a specific domain, such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia). Individuals with SLD typically possess average or above-average intelligence but encounter challenges in acquiring academic skills. These difficulties manifest as difficulties in processing information, retaining knowledge, or applying skills in practical contexts. It is crucial to recognize that a diagnosis of SLD does not imply a deficiency in intelligence; rather, it underscores the disparity between an individual’s potential and actual academic performance.

In contrast, Intellectual Disabilities are characterized by substantial limitations in both intellectual functioning and adaptive behavior. This implies that individuals with ID may encounter difficulties in reasoning, problem-solving, and learning, as well as challenges in everyday functioning, including communication, self-care, and social skills. The diagnosis of ID is typically made when an individual’s IQ score falls below 70, accompanied by difficulties in adaptive behavior that significantly impact their daily life.

Understanding these distinctions holds significant implications for diagnosis and intervention. For instance, students with SLD may benefit from targeted educational strategies that address their specific learning challenges while acknowledging and leveraging their strengths. Conversely, individuals with ID often require more comprehensive support systems that address their broader developmental needs.

To diagnose these categories of disability, the Ministry of Education, Guyana, employs a combination of response to intervention (RTI) and patterns of strengths and weaknesses, as outlined in its screening packet, followed by a comprehensive assessment at the Regional Special Education Needs/Disabilities Diagnostic and Treatment Centre. Once an eligibility for special education is identified, the learner is outfitted with an individual education plan (IEP). The IEP then transforms as the learner turns 14 years old with the aim of transitioning that learner to either a post-secondary institution or the work environment. In conclusion, while both specific learning disabilities and intellectual disabilities present distinct challenges, they fundamentally differ in nature. By fostering awareness and understanding, we can collaborate to establish an inclusive environment that supports all individuals, irrespective of their learning requirements.

Sincerely,
Keon Cheong

(Contextualising learning and intellectual disabilities)

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