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Intellectual & Developmental Disabilities (IDD) School

Intellectual disability (ID), formerly known as mental retardation is a generalized neurodevelopmental disorder characterized by significant impairment in intellectual and adaptive functioning that is first apparent during childhood.

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Intellectual & Developmental Disabilities (IDD) School

Intellectual disability (ID), formerly known as mental retardation is a generalized neurodevelopmental disorder characterized by significant impairment in intellectual and adaptive functioning that is first apparent during childhood. Children with intellectual disabilities typically have an intelligence quotient (IQ) below 70 and deficits in at least two adaptive behaviors that affect everyday living. According to the DSM-5, intellectual functions include reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience

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Objectives & Goals

Objectives

  • To provide individualized education plans tailored to each student's unique needs and abilities.
  • To develop and implement comprehensive programs that address the cognitive, social, emotional, and physical needs of students.
  • Improve academic skills, such as reading, writing, and math.
  • Enhance problem-solving and critical thinking skills.
  • Foster social skills, such as communication, cooperation, and empathy.
  • Develop and maintain positive relationships between students, staff, and families.
  • Encourage participation in group activities and community events.
  • Support students in developing self-advocacy skills
  • Teach daily living skills, such as personal care, hygiene, and meal preparation.

Goals

  • Early identification through comprehensive diagnostic assessment
  • Extend services based on individual developmental needs
  • Enhance communication skills and socialisation.
  • Provide support to families through counselling, parental education etc .
  • Provide opportunities for recreations and games.
  • Equip the child for appropriate education.

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