Workbook
Demonstrate knowledge of causes and associated conditions related to intellectual disability
US 16870
Level 3 Credits 3
Name:
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Contents
What is intellectual disability? .......................................................................................... 7
Definitions of intellectual disability .................................................................................... 8
The New Zealand Disability Strategy ............................................................................... 9
The causes of intellectual disability ................................................................................ 10
Support needs ................................................................................................................ 17
Down’s syndrome .......................................................................................................... 21
Autism spectrum disorder .............................................................................................. 22
Cerebral palsy ................................................................................................................ 24
Spina bifida .................................................................................................................... 26
Prader Willi syndrome .................................................................................................... 27
Epilepsy ......................................................................................................................... 28
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Before you start
Welcome to this workbook for US 16870:
Demonstrate knowledge of causes and associated conditions related to
intellectual disability
For this unit standard you will have:
this workbook.
an assessment.
In this workbook you will learn more about:
what an intellectual disability is.
what the causes of intellectual disabilities are.
characteristics of various conditions.
supporting a person with an intellectual disability.
How to use this workbook
This is your workbook to keep. Make it your own by writing in it.
Use highlighters to identify important ideas.
Do the learning activities included throughout this workbook. Write your answers in
the spaces provided.
You might find it helpful to discuss your answers with colleagues or your supervisor.
Finish this workbook before you start on the assessment.
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Workbook activities
Learning activity
You will come across learning activities as you work through this
workbook. These activities help you understand and apply the
information that you are learning.
When you see this symbol, you are asked to think about what you
know. This may include reviewing your knowledge or talking to a
colleague.
When you see this symbol, it gives you a hint, tip or definition.
The glossary and study hints book has study hints for
all trainees. It also explains key words and phrases
from the compulsory unit standards for Foundation
Skills and Core Competencies.
You can download it from www.careerforce.org.nz or
order it from http://shop.careerforce.org.nz
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Check your knowledge
Before you begin, think about intellectual disability.
In your own words explain what you know ‘intellectual disability’ to mean:
Write down what you need to know about intellectual disability and record any questions
you have about it.
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What is intellectual disability?
Intelligence refers to general mental capacity, such as learning, reasoning, making
decisions, problem solving, and so on. Intelligence is measured by an intelligence
quotient (IQ) test. The average IQ is 100. A person is considered intellectually disabled if
they have an IQ below the 70 to 75 range.
Disability is not something individuals have. What individuals have are impairments - a
limitation to the way a person is able to function.
Limitations to intellectual or cognitive functioning affects thinking and processing
skills, like solving problems, understanding instructions, reasoning, analysing and
evaluating information.
There are several definitions of what an intellectual disability (ID) is. Each of them is
written by different organisations in different parts of the world. Each of them says that:
intellectual disability has its onset (beginning) in the early/developmental years and
is a life-long condition that cannot be cured.
people with an intellectual disability find it more difficult to learn and understand
than people without an intellectual disability. They are just a little slower than
average to learn new information or skills.
people with an intellectual disability may find it hard to use what they have learned
in practical ways. This is referred to as having difficulty with ‘adaptive behaviour’.
Adaptive behaviour or adaptive functioning are the life skills that people learn, so that
they can function in a safe and socially responsible manner in their everyday lives.
Because of this, people with an intellectual disability are likely to need help and support
with everyday living skills. Some people may need high levels of support, while other
people, with some support, are able to live quite independently.
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Definitions of intellectual disability
The American Psychiatric Association (APA) publishes the Diagnostic and Statistical
Manual of Mental Disorders (DSM), used for diagnosis purposes. The fifth edition,
DSM-5, revises the previous editions’ definition of intellectual disability. www.dsm5.org/
Intellectual disability involves impairments of general mental abilities that impact adaptive
functioning in three domains, or areas. These domains determine how well an individual
copes with everyday tasks:
the conceptual domain includes skills in language, reading, writing, maths,
reasoning, knowledge, and memory.
the social domain refers to empathy, social judgment, interpersonal communication
skills, the ability to make and retain friendships, and similar capacities.
the practical domain centres on self-management in areas such as personal care,
job responsibilities, money management, recreation, and organizing school and
work tasks.
The American Association on Intellectual and Developmental Disabilities (AAIDD)
[formerly the American Association on Mental Retardation (AAMR)] definition focuses on
rehabilitation.
‘Intellectual disability is a disability characterised by significant limitations in both
intellectual functioning and in adaptive behaviour, which covers many everyday
social and practical skills.’ http://aaidd.org/intellectual-disability/definition
This disability originates during the developmental period and is regarded by AAIDD as
before the age of 18.
The AAIDD stresses that additional factors must be taken into account, such as the
community environment.
The Seven Counties Services has a website with
a lot of information about intellectual disability.
www.sevencounties.org/
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The New Zealand Disability Strategy
The way that disability is perceived has changed over the years. Intellectual disability
was once called mental retardation.
Disability, for most of the 20th Century, was considered in the medical model concept.
This model assumes medical care and management of the condition is required, with
disability being ‘something wrong’ and that had to be ‘fixed’. This ‘fix’ was often
residential accommodation where the special needs of the person could be met
alongside others with similar needs.
The prevailing model is the social model of disability, as has been adopted in the New
Zealand Disability Strategy. This view is that disabled people are unable to fully
participate in society because of limitations placed upon them by society systems.
The Disability Strategy provides a framework to guide government agencies making
policy and services impacting on disabled people. It has a vision and presents a
long-term plan for changing New Zealand from a disabling to an inclusive society. It has
been developed in consultation with disabled people and the wider disability sector, and
reflects many individuals' experiences of disability.
New Zealand will be inclusive when people with impairments can say they live in:
'A society that highly values our lives and continually enhances our full participation.'
Disabled people will be integrated into community life on their own terms, their abilities
will be valued, their diversity and interdependence will be recognised, and their human
rights will be protected. Achieving this vision will also involve recognising the principles of
the Treaty of Waitangi.
New Zealand Disability Strategy is available for reading online or for downloading.
www.odi.govt.nz/resources/publications/new-zealand-disability-strategy.html
The Disability Strategy is also available in an easy read version, a pictorial version, an
audio version, a braille version and a video in New Zealand Sign language.
You can learn more about physical disability in the
Careerforce workbook for Unit Standard 16871.
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The causes of intellectual disability
Intellectual disability can be caused by a number of factors, either before birth, during or
immediately following birth, or in childhood. In some cases the cause is known, but in
nearly half of the cases the cause of the intellectual disability is unknown.
Causes before birth
An intellectual disability can be caused before a child is born, because of:
genetic factors.
chromosomal factors.
other factors.
Genetic/hereditary factors
‘Genetic’ means that the condition is passed
down from parents to a baby. A healthy person
with no symptoms may be a carrier of genetic
information that may result in their children
having an intellectual disability. For example,
cystic fibrosis, where most often the parents
each carry one copy of the altered gene but do
not show signs and symptoms of the disorder. It is thought that
spina bifida and autism may also have a genetic link.
Chromosomal factors
Any change in the normal structure or number of chromosomes can
result in intellectual disability. For example, Prader Willi syndrome
and Down’s syndrome – neither of these are usually inherited from
parents.
Other factors
Other factors such as trauma, poisoning, or a serious illness while
the mother is pregnant can cause an intellectual disability. For
example, foetal alcohol syndrome is caused by drinking excessive
amounts of alcohol during pregnancy, which can affect the foetus at
critical stages of development.
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Learning activity
For each of the three causes record the main characteristics of the
cause, and its possible effects on a baby before birth.
Cause Main characteristics Possible effects
Chromosomal
Genetic
Other
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Causes during birth
Intellectual disability can be caused during or
immediately after birth. There are a number of
ways that this can occur. These include:
premature birth.
prolonged labour.
trauma.
a lack of oxygen (known as asphyxia
or anoxia).
multiply births.
The impact of the disability on the baby will be
different for each, depending on the severity of the
damage.
Short term effects for the baby
Minimum physical contact due to incubation.
The lack of oxygen to the brain means a baby requires support with oxygen.
Inability to suck means a baby requires tube feeding and intravenous support.
Inability to regulate body temperature means a baby will need support to
maintain body temperature.
These all require intervention if the baby is to survive.
Characteristics
Babies whose intellectual disabilities are caused during birth may have some of the
following characteristic:
informed lungs and/or heart.
difficulty feeding (sucking).
inability to regulate body temperature.
a bluish tint to their skin due to breathing problems.
small size and low birth weight.
being tired and distressed.
showing difficulty in responding to stimuli.
blue lips and pale skin.
shallow breathing.
poor muscle tone.
tissue damage (swelling, bruising, bleeding).
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Possible long term effects
Significant below average intelligence often leads to difficulties in reasoning,
thinking, learning new skills and tasks, memory, understanding, concentration,
literacy and numeracy.
Shortcomings in everyday life skills such as physical activities of daily living,
dressing, washing, toileting and tying shoelaces.
Significant development delays of:
gross motor skills - sitting, walking, crawling, running, jumping.
fine motor skills - picking things up, and coordination.
communication - understanding others, and communicating needs.
social - sharing and playing, taking turns, understanding social rules.
Overall this may result in:
brain damage.
failure to thrive.
sensory difficulties (hearing and visual problems).
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Learning activity
Choose two possible causes of an intellectual disability during birth and
record the main characteristics of the cause and its possible effects
on a baby.
Cause one:
Main characteristics
Effect on baby
Cause two:
Main characteristics
Effect on baby
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Causes during childhood
Intellectual disability can also occur in the developmental years of a child’s growth. AAIDD
defines this as before the age of 18.
Some of the factors that may cause intellectual disability during childhood are listed
below, though these do not always result in an intellectual disability:
head injuries from accidents and falls.
brain tumours.
illnesses such as meningitis, or encephalitis which can damage the brain.
severe allergic reactions or poisoning.
severe malnutrition, which can stop the brain from developing (if it occurs at critical
periods).
Sometimes when the cause of the disability is not known it is referred to as ‘general
developmental delay’ or as ‘intellectual disability’.
The impact of the disability on the child will be different for each individual, depending on
the severity of the impairment and the age that it occurred. Some of the support needs
might include:
re-teaching skills that the child had already developed but has lost as a result of their
illness/trauma.
adapting skills to accommodate the child’s changed level of ability. For example,
teaching a new way of communicating if speech has been lost.
adapting resources and aids that the child requires.
providing extra support for the child to learn concepts.
providing extra support in encouraging social interaction and development.
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Learning activity
Choose two possible causes of an intellectual disability during
childhood. Record the main characteristics of the cause and the
impact of these on the day-to-day support needs of a person.
Cause one:
Main characteristics
Impact on support needs
Cause two:
Main characteristics
Impact on support needs
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Support needs
More important than knowing the cause of the disability is knowing how the disability
impacts on each individual person, and how to support them in the best way.
A person who has an intellectual disability will need ongoing support throughout their life.
The support a person requires will change as the person develops from childhood into
adulthood.
The support for a person with an intellectual disability must be holistic, person-centred
and take into account the person’s strengths.
The most important support is to enable the person to participate in the ordinary aspects
of life that people with an intellectual disability sometimes take for granted.
These are the most important factors for the person:
to have friends.
to go places.
to go to school/get a job.
to have a home with people they chose to live with.
to communicate with others.
Support areas you may be involved in include:
activities of daily living (ADL), which are basic self-care tasks.
instrumental activities of daily living (IADL) requiring more complex skills, like
preparing meals.
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Associated conditions
There are many conditions that are associated with intellectual disability.
’Associated’ means that a person who has this condition is more likely to also have an
intellectual disability.
Some of the conditions are always associated with intellectual disability. Some of the
people with these conditions may not have an intellectual disability.
A person with an intellectual disability may have specific support needs related to their
particular condition. These associated conditions can include the following.
Down’s syndrome
Autism spectrum disorder
Cerebral palsy.
Spina bifida
Prada Willi syndrome.
Epilepsy
There are a wide variety of needs
that a person may benefit from
support in.
These could include physical,
social, and cognitive support
needs, among other things.
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Learning activity
Think about a person you currently support. How do you support the
physical, cognitive and social needs of the person? Provide some
examples.
Physical supports
Cognitive supports
Social supports
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Down’s syndrome
Down’s syndrome is caused by a chromosomal factor, giving a third copy of
chromosome 21 inside each of the body’s cells, instead of the usual two copies. Down’s
syndrome is recognisable at birth because of typical physical characteristics and
diagnosis will be confirmed by chromosome analysis.
Characteristics
Many characteristics are attributed to Down’s syndrome, but any one person will only
have some of them as each person is different, with a unique appearance, personality
and set of abilities. The extent to which a person shows the physical characteristics of
the syndrome is no indication of their intellectual capacity. Usual characteristics are:
intellectual disability - delays in learning and development.
characteristic facial features - but each person also closely resembles their parents
and family.
low muscle tone.
increased risk of heart defects.
digestive problems such as reflux.
hearing loss.
reduced activity of the thyroid gland (hyperthyroidism).
increased risk of early onset of Alzheimer’s Disease.
Support needs
Physical supports
Physiotherapy and occupational therapy related to muscle tone, movement and
co-ordination.
Speech and language therapy to help with speech clarity, development of language,
comprehension and alternative strategies for communication.
Medical support to monitor/manage health problems, ie heart difficulties or reflux.
Regular exercise.
Support and aids for hearing impairment as required.
Support with physical tasks such as dressing, and daily living skills.
Cognitive supports
More time to learn new things, such as skills, concepts.
Targeted teaching plans.
Additional supports may be required at school, such as teacher aid support.
Social supports
Facilitating opportunities to build and maintain friendships.
Support with accessing community activities.
Finding and holding a meaningful job.
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Autism spectrum disorder
The exact cause of autism spectrum disorder (ASD) is not known, but there does appear
to be a genetic link. The parents may not themselves have ASD, but the combination of
the parents’ genes may have an impact.
What we do know is that ASD is a neurological condition and is related to the way the
brain works. It causes its effects because of the way that the brain processes the
information it receives. The brain has difficulty in making sense of the information that
comes into it, which leads to the characteristics which are commonly seen in ASD.
Characteristics
ASD is a relatively new term that covers a group of conditions (including autism,
Asperger’s syndrome, and pervasive developmental disorder) which have key aspects in
common. Everyone who is diagnosed with ASD shares three sets of characteristics:
difficulty in understanding and using verbal and non-verbal communication in a
typical way.
impairment in the ability to understand social behaviour, which affects their ability to
interact with other people.
impairment in the ability to think and behave flexibly which may be shown in
restricted, obsessional or repetitive activities.
Difficulty communicating
Some examples of this are:
some people with ASD do not learn to speak.
some people with ASD may use an odd accent or unusual grammar.
some people with ASD might repeat words or phrases (this is known as echolalia).
Difficulty interacting
Some examples of this are:
difficulty in reading other people’s facial expressions.
difficulty in understanding and making sense of social ‘rules’, such as not
interrupting, turn taking or what subjects to talk about with particular people.
for some people understanding the ‘social world’ is so challenging that they avoid it
and become very isolated.
Difficulty thinking or behaving flexibly
Some examples of this are:
many people with ASD have difficulty making sense of changes because they are
not always good at recognising what impact the change will have. This is stressful
for them. For example, a change in support worker at the last minute can make
them uncertain of what to expect because they cannot think flexibly enough to know
what the outcome will be.
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wanting to keep things the same, such as routines, support workers, meals, clothes,
or the route to drive to work. This relates to having difficulties with change. People
with ASD often prefer to keep things predictable so they know what to expect.
doing repetitive activities such as lining up items, talking about a special topic a lot,
or collecting things - again this can be a way for people with ASD to create some
predictability, or control, when everything around them seems very unpredictable.
Sensory difficulties
Many people with ASD also have some sensory difficulties, meaning that they can be
either oversensitive or under sensitive to some sensory stimuli. This includes hearing,
vision, smell, touch, taste, balance and awareness of body movements. For example, a
person with ASD may be very sensitive to loud noises and find them hard to cope with,
and another person with ASD may particularly enjoy a smell and seek that smell.
Although these features are characteristic of all people with ASD, there is a range of
severity. Some people with ASD have an intellectual disability, but not all. There are also
people who have only some of the characteristics, and may be referred to as having
‘features of ASD’.
Support needs
Physical support
Maintaining an environment that meets the sensory needs of the individual,
including avoiding troublesome sensory experiences.
Support with daily living skills as required - this will be different for each person.
Occupational therapy related to difficulties with coordination and daily living skills if
appropriate.
Relaxation and stress management.
Cognitive support
Structured and logical approaches to teaching/learning concepts and skills.
Use of visual strategies to support learning as appropriate.
Communication support (including speech and language therapy) to develop
communication skills as appropriate.
Maintaining predictable routines.
Informing of change in ways that make sense to the person.
Social support
Aiding the learning of social rules in logical ways.
Making opportunities to develop and maintain friendships.
Offering specific advice and guidance about social interactions.
Allowing time away from stressful social situations as required.
Making time for relaxation.
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Cerebral palsy
Cerebral palsy is caused by damage to one or more specific areas of the brain, usually
occurring while a foetus is developing, or, during birth or, shortly following birth or, in
infancy.
Cerebral palsy describes a group of specific conditions which affect movement and
posture. ‘Cerebral’ refers to the brain and ‘palsy’ to muscle weakness and poor control.
A person with cerebral palsy has damage to areas of the motor areas of the brain, which
control movement. This results in permanent difficulty sending messages from the brain
to control different muscles.
The type of cerebral palsy will depend on the area of the brain damaged and can cause
mild impairment (such as difficulty walking) through to significant impairment requiring a
high level of support and assistance with mobility.
Characteristics
A characteristic of a cerebral palsy is a person may experience weak and stiff muscles or
uncontrolled movements. Movements may appear stiff and jerky because the muscles
are contracted and tense, even though they are weak. ‘Spasticity’ describes the tone of
muscles or how tight they are. Coordination may be affected which can result in
problems with balance and coordinating movement.
People with cerebral palsy can have problems such as weakness, stiffness, muscles
spasms, unwanted muscle movements, floppiness, an awkwardness of movement,
slowness, shakiness and difficulty with balance.
In mild cerebral palsy, the person may be slightly affected in one arm or leg and the
problem may be barely noticeable.
Cerebral palsy can affect the way a person walks, for example, on their toes, with an
unsteady or ‘scissored’ gait, or dragging one leg.
When the effects of cerebral palsy are more severe the person may have a lot of
difficulties, with the whole body affected. For example, some people with cerebral palsy
will have difficulty talking, walking or using their hands. Some will be unable to sit up
without support and will require help to do most everyday tasks.
Some people with cerebral palsy have an intellectual disability, but not all.
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Support needs
Physical support
Physiotherapy related to mobility, muscle spasms.
Support with physical and daily living activities depending on the level of decreased
mobility.
Possible use of a wheelchair, or other physical aids.
Environmental adaptations such as shower rails, ramps. An occupational therapist
will help with this.
Specialist medical intervention if medical problems exist.
Cognitive support
Individualised support with learning and education depending on the need.
Possible speech and language therapy to develop language and clarity of speech,
as required.
Technology and aids to assist learning if writing and other physical tasks related to
learning are difficult.
Social support
Assisting with community access and transportation as required.
Facilitating opportunities for friendships as required.
Taking opportunities to discuss disability issues.
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Spina bifida
Spina bifida occurs in the six weeks of pregnancy when the spinal column doesn’t close
completely. The exact cause is unknown but it is believed that genetics and some
environmental factors may play a role.
Spina bifida is a physical disability. Most people with spina bifida do not have an
intellectual disability. Some people with spina bifida may have difficulty with some
specific aspects of learning, such as reasoning and problem solving, organisation,
sequencing skills, or memory, without having an intellectual disability.
Characteristics
The effects of spina bifida are different for every person. The effects can include:
full or partial paralysis, requiring some mobility aids.
bladder and bowel control difficulties and urinary tract infections.
orthopaedic difficulties.
loss of sensation which can make it difficult to recognise pressure, friction, or
temperature changes.
neurological problems, which can affect learning.
latex allergy.
hydrocephalus (or fluid on the brain). The person must have surgery to insert a
‘shunt’ which stays in place for life and helps drain the fluid. Care needs to be taken
to avoid blockages, infections or disconnection.
Support needs
Physical supports
Specialist medical intervention related to hydrocephalus, mobility, bladder and
bowel, orthopaedic problems.
Support with physical activities depending on the level of decreased mobility.
Possible use of a wheelchair or other physical aids.
Avoidance of latex (if allergy exists).
Environmental adaptations such as shower rails, ramps.
Cognitive supports Learning support as appropriate for the individual - this will be different for each person.
Social supports
Community access and transportation as required.
Facilitating opportunities for friendships.
Opportunities to discuss disability issues.
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Prader Willi syndrome
Prader Willi syndrome (PWS) is a chromosomal condition caused by changes in the 15th
chromosome. Half of the people with PWS have a deletion on the 15th, while others have
chromosome errors that keep key genes from working.
Characteristics
Prader Willi syndrome has been described as a two-stage syndrome. In the first, or
‘failure to thrive’ stage, weight gain is slow and developmental milestones (both physical
and intellectual) are delayed. The baby tends to be ‘floppy’ due to low muscle tone.
The second stage, ‘thriving too well’ emerges as muscle tone improves. There is a
compulsion to eat and an obsession with food, usually between the ages of two and four,
but sometimes later. People with PWS do not receive messages from their brain to tell
them that they are full, because the central nervous system is not functioning correctly.
They feel constantly hungry, which is hard to live with. Without environmental controls,
serious weight gain occurs in 95% of people with PWS.
Some other characteristics of Prader Willi syndrome are:
hypotonia (lack of muscle tone) in the young child.
hypogonadism (incomplete development of sexual characteristics).
intellectual disability (though this varies).
physical characteristics appear in most individuals. Among these are a narrow
forehead, short stature as adults, almond-shaped eyes, small hands and feet.
Support needs
Physical support
Individualised weight management, with support from specialists.
Regular exercise.
Keep food locked away so that temptation is avoided. A person with PWS can
literally eat themselves to death, so this unusual strategy is often very important.
Physiotherapy or occupational therapy as appropriate.
Cognitive support
Educational support related to the person’s needs is different for each person.
Maintaining meal routines so the person has some control over food availability.
Helping the person learn to manage their own diet as appropriate.
Social support
Relaxation and fun that is not related to food.
Ensuring friends/family are consistent in their approach to food when they are
around the person.
Keeping busy and having interests so that there are plenty of distractions.
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Epilepsy
Epilepsy is caused by damage to specific parts of the brain. It is not always known what
causes this damage, but in some cases it can occur following a head injury or stroke.
People with intellectual disabilities can be more at risk of developing epilepsy. In some
cases epilepsy and intellectual disabilities can both be a part of another condition.
People with Down’s syndrome are at an increased risk of developing epilepsy in later life.
Characteristics
A person with epilepsy has the tendency to have recurrent seizures. A seizure is the
result of a sudden burst of excess electrical activity in the brain which causes messages
within the brain to become temporarily halted or mixed up. The type of seizure a person
has depends on the area of the brain where this activity occurs. There are around 40
different types of seizure and a person may have more than one type. These range from
brief absent moments, to episodes of losing consciousness, falling to the floor and
convulsing. The person may or may not be conscious of a seizure.
Epilepsy can be life-threatening and people with epilepsy have an increased risk of
accidental death, for example, by drowning. Most people with epilepsy are able to
manage their condition with medication, and most lead an ordinary life.
Support needs
Physical support
Everyone you support with epilepsy will have a support plan, which you must know and
be confident in carrying out. It will include things such as:
a medication regime.
an explanation understanding what can trigger a seizure for that person.
details of how to keep the person safe when they are having a seizure.
first aid procedures.
when to call for an ambulance.
instructions about how to support the person after their seizure.
Cognitive support
The person may miss learning opportunities while having a seizure or recovering from
one, so support is required to help them to catch up. In very severe cases the epilepsy
may impact on the person’s ability to learn and they may benefit from specialist support.
For example, extra help at school, memory aids, visual aids to help aid understanding.
Social support
Know how to protect the person’s dignity if they have a seizure in public.
Support the person to feel confident and capable.
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Learning activity
Choose three conditions associated with intellectual disabilities.
Complete the table for each of the conditions you have chosen.
Condition ONE
Cause
Characteristics (at least two)
Support needs
Physical
Social
Cognitive
Condition TWO
Cause
Characteristics (at least two)
Continued on next page
Careerforce – Issue 2.0 – Mar 2014 US 16870 DKO causes and associated conditions related to intellectual disability 30
Condition TWO continued
Support needs
Physical
Social
Cognitive
Condition THREE
Cause
Characteristics (at least two)
Support needs
Physical
Social
Cognitive
Careerforce – Issue 2.0 – Mar 2014 US 16870 DKO causes and associated conditions related to intellectual disability 31
Completion and assessment
Congratulations!
You have come to the end of the workbook. Please check over all the activities in this
workbook to make sure you have completed them.
Your assessment is next.
You need to complete the assessment successfully to be credited with this unit standard.
Acknowledgements
Careerforce thanks the people who have contributed to this workbook by:
researching and validating content.
providing advice and expertise.
testing the activities.
sharing personal experiences.
appearing in photographs.
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Careerforce – Issue 2.0 – Mar 2014