Intellectual Disability (formerly known as Learning Disability)

Teaching new skills may take a long time and need many repetitions, E.g. to do up a zip, use the toilet, etc.

Imagining ideas that are not visual or concrete, E.g. time (later, soon), feelings, good and bad behaviour, respect.

It can be hard to weigh up information and make informed decisions. It may be difficult to think of different ideas and solutions and think through consequence.

Typical challenges and dilemmas - Rates of emotional and behavioural difficulties are much higher in people with Intellectual Disabilities than in the general population. Children or young people who have an Intellectual disability are still aware of what goes on around them.

However, their ability to understand and communicate their feelings and needs may be limited. Some children can become frustrated and upset. Transitions, such as new homes, changes in the family, new schools and puberty can both be particularly challenging times for individuals and families.

E.g. if a child is taught how to queue in the dinner hall, they may find it hard to transfer the skill to queuing in a shop.

Understanding and processing what is being said and expressing needs. Speech may not be clear.

Like all children and young people, children with Intellectual Disabilities will continue to progress and learn throughout their childhood, but at a slower rate. A child with an Intellectual disability will not reach every milestone at the same time as other children of the same age and may never reach some milestones fully. This is because an Intellectual Disability is a Neuro-disability; this means that thinking skills will always be reduced as compared to most people their age.

However, with appropriate understanding and support they can still make progress and achieve. Thinking skills are only one part of a person and everyone will have their own personality and pattern of strengths and interests, as well as needs. The level of support someone needs depends on individual factors, including the severity of their Intellectual Disability.

To diagnose a Intellectual disability professionals need evidence of 3 things:

1. Impaired intelligence: Significantly reduced ability to understand new or complex information and to learn new skills.
2. Difficulty with adaptive functioning: a reduced ability to cope independently in multiple aspects of life.
3. The above is evident in childhood.
    

If you think that you or your child may have an Intellectual Disability, any professional; GP, Health Visitor, School Nurse, Teacher or Social Worker, can make a referral to CAMHS Paediatric Neurodevelopmental Team. When referring, it’s best to think about who knows your child best as they are often the ones who have most information. Have a chat to them about your concerns.

If they feel a referral is appropriate they can find all the information they need in the referral section for professionals on our webpage.

You may be aware that waiting times for assessment are lengthy and we appreciate that this is frustrating. The service is committed to pursuing a number of quality improvements which we hope will reduce the length of time you have to wait.

In the meantime, you may find it helpful to access some online information and support. Some of the resources that we recommend are: