Intellectual Disability Paper

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Intellectual disability is defined as impairment of general mental capacity that negatively effects adaptive functioning in reasoning, language, acquisition of knowledge, social judgement and relationships, and independent self-management (DSM-V, 2013). The National Survey of Children with Special Health Care Needs indicated that approximately 1-6% of children between 2 and 17 years of age in the United States have an intellectual disability (ASHA, 2010). The actual number of people identified as having an intellectual disability is difficult to define due to the lack of a concretely shared set of inclusion and exclusion criteria. The operational definition of intellectual disability no longer relies on IQ testing. The criteria now require …show more content…
Disability intersects with every identity yet it is often left out of the conversation magnifying the marginalization of disabled individuals and increasing their vulnerability. Identities that define race, sexuality, gender and religion are center stage and the presence of disability is minimized or neglected all together deny the opportunity to identify patterns and necessary protections. The reality is that it is not just people of color that are disproportionately affected by police brutality but disabled people of color are disproportionality affected by police …show more content…
Specialist and general practice providers who accept publically funded healthcare benefits often have waiting list that result in extraordinary delays obtaining an appointment and lengthy waits in overcrowded waiting rooms that result in unwanted behaviors. Despite 4 years of opportunity, medical schools do not adequately prepare physicians to serve individuals with intellectual or other disabilities that affect behavior or communication. The most efficient way to effect change is by seeking action from the accrediting agencies. Instituting education requirements to include accommodating disability based differences would ignite a nationwide discussion among academic institutions. Although the standard of care dictates that patients or their representatives must give informed consent, patients and caregivers report that they often feel that the concerns or opinions of the disabled individual or caregiver are dismissed, yet report feeling obligated to comply with the provider (Ward, 2010). Providers and healthcare institutions must make reasonable accommodations such as extended time that is sufficient for those with disabilities to participate in the conversation and be included in the treatment planning
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