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A. Though the three terms refer to the same mental condition, the assumptions behind each one are different.  The terms handicap and retardation emphasize the negative aspect of the condition.  Also the term, Mental, encompasses intellectual, cognitive, affective and perceptual dimensions of mental phenomena.  The disability may primarily be intellectual and the person with such disability may experience the same range of emotions as any other.  Hence the term Intellectual Disability is a more accurate description of the condition.

A. Intellectual Disability is not a uniform phenomenon. It varies according to the nature of disability, its severity and the child’s ability to cope with it. Such a child does not show ‘normal’ growth of mental abilities. This is seen as delayed development. The World Health Organization reports that some specific signs and symptoms can point to the possibility of disability and thus help in its early identification. These are mentioned below:

The child does not learn new activities as easily as other children.

The child has difficulty sitting up, using hands and moving from place to place.

The child is slow to respond to verbal cues and to events in the immediate environment.

Child’s understanding of what s/he sees, hears, smells, touches and tastes is not at par with that of others of her age.

The child has difficulty in expressing his own needs or feelings in a manner others can understand.

Growing up, a child has difficulty in grasping similarities and differences among people and things. The child finds it difficult to develop notions of time, place, quantity, quality and cause and effect.

The child has a very short and small memory capacity of instructions and events.

Such children are likely to have a very short attention span for people and activities.

Such children find it difficult to control their feelings.

Simple decisions about social conduct such as dress, talk and such matters are not possible to make for such children

A. Early detection depends upon the severity and the nature of disability. Many genetic issues can be identified during pregnancy through various tests. Some conditions like Down’s Syndrome can be identified at the time of birth. If growth and development are delayed accompanied by neurological signs, mental retardation can be reasonably identified during the first year after birth. Between the ages of 3 and 5, it is possible to conduct the assessment of intellectual functioning and make a reliable diagnosis of intellectual disability.

A. At the present level of knowledge and technology, no drugs have been found to repair the damage to brain functioning leading to retardation. So intellectual disability is considered to be an irreversible condition. However given this condition, it is possible to manage conduct of daily activities depending on the degree of disability.

A. It is possible to teach such children within the limitations of the disability condition to adapt to their surroundings and carry out activities essential for daily living (functional capacity). Professionals in special education are continuously developing ways of working with such children to enhance their functional capacities. Special Education has so far demonstrated that given a supportive environment and a programme of education, they achieve a measure of independence at the level of daily living. It is thus essential that parents seek advice at the earliest from agencies and institutions working in Special Education.

A. Mentally challenged persons are not mad, they have limited ability to learn and develop. They learn slowly in relation to their actual age. Madness on the other hand is a disease which shows up in abnormal behavior. Persons who have normal mental capacity can also suffer from mental health issues and demonstrate disruptive behavior. Similarly some intellectually disabled persons may also suffer mental and emotional health issues for which psychiatric help is provided.

A. Most of the parents and other members of the family feel sad or depressed at various stages of the child’s development. There is also the worry about the child’s future. Sometimes social contact is restricted or severely curtailed, as though the disabled condition of the child is like a blot on the family. Families could face rejection and/or neglect from close relatives, as though disability is the family’s fault. In fact, it is in such conditions that the family needs emotional, financial and physical support most.

A. When the couple has had a good marital relationship of caring and understanding before the birth of an intellectually disabled child, the couple tends to come closer to face the situation. Some parents report an increase in their patience and humanistic attitude. Brothers and sisters of such a child tend to become helpful, considerate and caring. Some of them choose caring and helping professions as a career. In their dealings with others, they become more cooperative and tolerant.

A. Trained Counselors, Psychologists and Social workers are available at Kamayani to help parents deal with their emotional reactions. Parents have to maintain a positive and stable frame of mind. Our staff have both experience and expertise in dealing with a variety of cases. Parents do well to talk out their problems and share their concerns with these experienced professionals who can be trusted to provide right guidance to the parents. It is always good to face your problem without delay rather than running away from it.

A. Parents have to guard against marital problems that could result from the care of the intellectually disabled child. First there is the likelihood of one parent blaming the other for the disability of the child. Second is the sharing of the additional efforts needed for the care of the disabled child. Third there could be disagreements regarding the line of treatment to be followed. Fear of producing another disabled child, fatigue and lack of privacy may also create sexual problems between the parents. Seeking professional help should not be delayed by such parents.