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HARC, Inc. Serving people with intellectual and related challenges. 900 Asylum Avenue, Hartford, CT 06105 860-218-6000 |
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New Parents
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 | Communication |
| Self Care |
| Home Living |
| Social Skills |
| Community Use |
| Self-Direction |
| Health & Safety |
| Functional Academics |
In some areas, much support may be required; in other areas, little or no additional support may be needed. The amount of additional support refers to anything more than what might be expected of a typical person of the same age and culture group.
It is important to understand that the limitations associated with a disability do not imply inability! And it is also important to know that limitations vary from situation to situation, and also vary over time.
There are as many definitions of intelligence as there are theoreticians who have written about it. Generally, intelligence refers to the ability to:
| Solve problems and learn from experience |
| Generalize learning from one situation to another |
| Formulate concepts |
| Organize spoken & written words quickly enough to create meaning |
| Store, retain & retrieve information |
| Attend to what is relevant to the situation |
| Discriminate similarities & differences |
| Use symbols to convey ideas |
People with intellectual disability have limitations in some or all of these areas. However, once they do learn something well, their performance in that area tends to be strong.
Intelligence is usually expressed verbally through speech, or motorically through writing. Since intellectual disability sometimes affects speech and writing, other ways of communicating, such as "signing" are available to help them. This is particularly helpful for young children who may need a boost when speech is delayed.
Intellectual disability affects the speed and acquisition new learning more than it affects the performance of areas already learned. <top>
Intellectual disability occurs during the developmental period and has similarities to other disorders originating in childhood. It is sometimes helpful to understand what intellectual disability isn't in order to better understand what it is.
Intellectual disability is different from mental illness.
Intellectual disability has to do primarily with learning and self-direction. Mental illness is primarily associated with disorders of emotion, reality testing and social behavior. Some children with intellectual disability also have mental health problems. However, most do not.
Intellectual disability is different from autism.
Autism is associated with problems in the development of interpersonal relationships. Frequently there is impairment in communication and imaginative activity as well as a restricted repertoire of activities and interests. There are sometimes unusual attachments to objects such as strings or rubber bands. Stereotypic behaviors such as hand clapping or rocking may also be present.
Many children with autism also have intellectual disability. Sometimes it is difficult to tell the difference between the two disabilities because of problems in communication and testing.
Intellectual disability is different from cerebral palsy and physical disabilities.
Cerebral palsy is a physical disability that usually results from loss of oxygen during pregnancy or while giving birth. Cerebral palsy affects motor abilities and may affect speech, ambulation, and other movements. Sometimes children with cerebral palsy also have intellectual disability.
Intellectual disability is different from learning disabilities and attention deficit/hyperactivity disorder.
Children with learning disabilities have a significant gap between their measured intelligence and performance in one or more areas of learning. Typically these children have average or above average intelligence.
Attention deficit/hyperactivity disorder is associated with problems in sustaining attention, controlling impulses and hyperactivity.
Intellectual disability is different from opposition defiant disorder and conduct disorder.
Children with opposition-defiant disorder present difficult challenges to the parents, teachers, and other authority figures. There is a pattern of negative, hostile and defiant behavior. However, these children generally get along well with their peers without serious violations of the basic rights of others.
Conduct disorders are persistent patterns of conduct that violate the basic rights of others. Appropriate societal norms or rules are violated and typically; these patterns persist in most or all of child's interactions. These disorders are rarely associated with intellectual disability. <top>
For more information on intellectual disability go to http://www.communityinclusion.org/publications/pub.php?page=res9
| Should I or shouldn't I tell? |
| When? |
| How do I tell? How much? |
While there are no hard and fast rules about how much of your personal life is appropriate to share with family and friends, people will ultimately notice that something is up. An assertive approach usually works to everyone's advantage. While intellectual disability might not be the greatest news, it is nothing to be ashamed of either.
Family and friends will be concerned about your child and they will be very concerned about you.
People will want to show compassion. Since most of us are inexperienced at receiving a rush of compassion, it can feel overwhelming. Try to resist the interpretation of a compassionate gesture as an act of pity.
Your loved ones will be nervous about saying and doing the right thing. Much of this anxiety is due to their inexperience surrounding children with disabilities.
| Help gather information about intellectual disability and suggest that they read the information along with you. After all, many of the problems that our children face are due to societal misunderstanding. |
| Ask them to teach their children about intellectual disability. Kids on the Block is a puppet troupe that teaches children about disabilities. There are children's books about disabilities available at your local library. |
| Encourage your family and friends to ask how your child (children) is doing. This question is asked of all children including those with disabilities. |
| Discourage misattribution of your child's negative behaviors to intellectual disability. There is a tendency to over-generalize the effects of intellectual disability onto other areas of your child's behavior. For example, temper tantrums should be attributed to usual and customary causes and not intellectual disability. |
| Allow your friends and family the opportunity to experience atypical behavior associated with intellectual disabilityand physical disabilities. Such exposure helps to lessen fear and reduce avoidance of our people. |
| Be frank and honest. However, if you are uncomfortable with the intimacy or nature of a question, be assertive and decline a response. For example: Will you have any more children? |
| Accustom yourself to correct terminology. While this can vary among people and over time, people with disabilities prefer a "people first" approach. We generally refer to people with i tellectual disability or that a person has intellectual disabiliyt. In the same way that people do not define themselves by the cold they may have, by calling themselves "the cold/ the virus", we avoid referring to people with intellectual disability as "the retarded". Also, people with intellectual disability are not sick, and so we avoid medical labels, such as patient. <top> |
There is a variety of public and private resources that will be helpful to your child and family. In fact, the first few months will probably seem overwhelming given the number of new helping people who might be added to your phone book. Go at your own pace. There is no need to rush!
Most parents have little experience being the recipient of supportive services and; therefore, find it difficult to accept the role of "needing help." Equally difficult may be the process of identifying yourself with other parents who are in the same situation. Coping with intellectual disability involves, in part, a re-thinking of its overall consequences. Parents find that, once they "de-horrify" their initial ideas about intellectual disability the prospects for their children and family's future are optimistic and favorable.
Here are some helping resources:HARC is a private not-for-profit organization founded by parents of children with intellectual disability. A variety of family supports are available: information and referral, education, specialized baby-sitting, coordination of support services, support groups, specialized education advocacy, and counseling. We also provide supports to your child and family throughout life: residential, employment, leisure services, recreation, one-to-one advocacy, elderly services, and others.
HARC will attempt to tailor your supports to the available resources. We will be happy to help you initiate services from public and private agencies, and invite you to call and meet with a Family Support Coordinator whenever you are ready. We are a family-oriented organization, and people find us warm, gentle, and concerned.
Stepping Stones
Stepping Stones is an infant intervention program designed to identify and treat developmental problems that appear in the first three years of life. The program is funded through the State of Connecticut, the federal government, HARC, and private insurance.
If your infant or toddler is not doing what might be appropriate for the child's age, do not wait! Call Infoline, 1-800-505-7000 and ask for HARC's Stepping Stones Birth-to-Three Program.
The Stepping Stones mission is to provide families with comprehensive Birth-to-Three services specifically designed to address developmental and health related needs, while supporting the family unit. Supportive services are based on the tenets of family-directed choice, collaborative partnerships, and sensitivity to cultural diversity.
Stepping Stone's mission is based on the philosophy that the family is the most important component of any child's life. The family's own culture, personal resources, natural bonds, and individual choices will be the cornerstone of our service provision.
HARC is proud to sponsor Connecticut's Birth-to-Three initiative.
Click here for more Stepping Stones Info
DDS is divided into three regions. Greater Hartford is located in the North Region. DDS will be helpful in initiating infant education and other supportive services. For more information on DDS Click Here<top>
Genetic counseling is available in the Greater Hartford area. Your pediatrician will be happy to refer you to the provider who best suits your needs.
Please remember that especially right now, you and your family are what is most important. Take the time you need for your family's adjustment without pressuring yourself to meet arbitrary and unfounded timetables.
When you are ready, give us a call.
