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EDUC3HANDOUT

The document discusses learners who have difficulties with self-care skills. It explains that intellectual disability can make self-care tasks challenging due to deficits in cognitive, adaptive and sometimes physical abilities. It provides strategies for supporting these learners such as using a structured teaching approach, providing practice and accommodations to promote independence.

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Arnel Gida
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10 views

EDUC3HANDOUT

The document discusses learners who have difficulties with self-care skills. It explains that intellectual disability can make self-care tasks challenging due to deficits in cognitive, adaptive and sometimes physical abilities. It provides strategies for supporting these learners such as using a structured teaching approach, providing practice and accommodations to promote independence.

Uploaded by

Arnel Gida
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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It shouldn’t matter how slowly a child learns.

What matters is that we encourage them to never


stop trying.” ― Robert John Meehan
This quote reminds us to focus on the progress and effort of students with intellectual disabilities,
rather than comparing their pace to others.

Based on the search results, there are a few key reasons why learners with difficulties in self-care
skills are often connected to intellectual disability:
Intellectual disability involves subaverage intellectual functioning and limitations in adaptive
functioning, including self-care skills
. The core deficits in intellectual and adaptive abilities associated with intellectual disability can
make it challenging for these individuals to develop and master self-care skills independently
.
Children and adults with intellectual disabilities may struggle with the cognitive, motor, and
executive functioning skills required for self-care tasks like toileting, feeding, dressing, and
personal hygiene
. This can lead to delays or deficits in acquiring these essential self-care abilities
.
External factors like the level of support and training provided by parents, teachers, and
caregivers can significantly impact the development of self-care skills in individuals with
intellectual disabilities
. Specialized, patient, and gradual training approaches are often needed
.
Intellectual disability is often accompanied by other developmental or physical conditions that
can further impair self-care abilities, such as motor problems or health issues
. The combination of these factors can make it more difficult for these individuals to become
fully independent in self-care
In summary, the core cognitive, adaptive, and sometimes physical challenges associated with
intellectual disability directly contribute to difficulties in acquiring and mastering self-care skills,
necessitating specialized support and training approaches

Based on the search results, here is a concise answer to the question:


Learners with difficulty in self-care are those who demonstrate delays or challenges in
developing the basic skills needed for daily living, such as eating, dressing, personal hygiene,
and toileting. Some key characteristics of these learners include:
Inability to pick up on non-verbal cues and showing poor eye contact
Difficulty understanding sarcasm, irony, or other people’s moods and feelings
Reluctance to attempt self-care skills, which can impact academic tasks and school readiness
Reliance on adult helpers for self-care, which can lead to behavioral issues when help is not
available
Awareness of the gap between their skills and their peers as they get older, resulting in low self-
esteem and avoidance of activities
To support these learners, experts recommend:
Using a structured, step-by-step approach to teach self-care skills
Providing consistent practice and positive reinforcement
Involving occupational therapists to address underlying issues with motor skills, sensory
processing, and sequencing
Maintaining high expectations and focusing on learning rather than time
Ensuring a supportive environment that promotes independence
The key is to start self-care skill development early and provide the necessary accommodations
and interventions to help these learners gain as much independence as possible.

The milestone in the history of intellectual disability reflects a significant evolution in societal
attitudes and approaches towards individuals with intellectual disabilities over more than a
century. Initially, throughout much of human history, people with intellectual disabilities were
often viewed as burdens and faced harsh treatment. Greek and Roman philosophers, valuing
reasoning abilities, considered them barely human. In ancient Rome, individuals with intellectual
disabilities had limited rights and were even killed early in childhood to avoid burdening society.
However, historical progress emerged with Caliph Al-Walid establishing care homes and
hospitals for individuals with intellectual disabilities.
Until the Enlightenment in Europe, care was primarily provided by families and religious
communities, focusing on basic needs. Negative stereotypes prevailed, with limited rights for
individuals with intellectual disabilities. The 13th century saw England declaring them incapable
of decision-making, leading to guardianships. In the 17th century, Thomas Willis described
intellectual disability as a disease caused by brain structural issues. This historical context
highlights a shift towards recognizing and addressing the needs of individuals with intellectual
disabilities, marking a significant milestone in the history of intellectual disability.

The recent study of the United Nations Children’s Fund (UNICEF, 2022) estimates that there are
about 1.6 million Filipino children with disabilities. Based on the Department of Education
(DepEd) data for school year (SY) 2016-2017, 232,975 learners with disabilities or learning
exceptionalities were mainstreamed in regular classes.

Down syndrome is a condition in which a baby is born with an extra chromosome number 21.
The extra chromosome is associated with delays in the child’s mental and physical development,
as well as an increased risk for health problems.
Prader-Willi Syndrome (PWS) is a genetic disorder that is diagnosed during a child’s early life. It
affects the development of many parts of the body, causes behavior problems, and oftentimes
leads to obesity. PWS is diagnosed through clinical symptoms and genetic tests. Learn how to
tell if your child has PWS so you can get your child the treatment they need.
Williams syndrome is a rare genetic disorder that is caused by the deletion of genetic material on
chromosome 7. Typical characteristics include distinctive facial features, mild intellectual
disability and an overly sociable personality.
Fragile X syndrome (FXS) is an inherited genetic disorder that causes physical abnormalities,
behavioral issues and a wide range of other health problems, including: Developmental delays.
Intellectual disabilities. Learning disabilities. Anxiety.

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