The two categories that make up intellectual disabilities are intellectual functioning and adaptive behavior. Therefore, in order for a student to be identified as having an intellectual disability, the student must be tested and observed under these two categories. Not only is a student's intelligence measured through testing, but a student is observed as he/she completes their daily life skills, communicates with others, and socially interacts with peers and adults.  Early intervention and special education services guidelines are outlined within IDEA, which provides specific instructions under the law of how school and community systems identify students as having an intellectual disability.

Nondiscriminatory Evaluation Process according to Exceptional Lives (Turnbull et al., 2013 p. 202 chart 9.2)

Determining the Presence of Intellectual Disability

1. Observation by medical personnel, teachers & parents: If the student is unable to reach milestones for their age group and/or the student demonstrates difficulty in social settings or with retaining and memorizing new information, then further observation is taken.

2. Screening: Assessment measures are taken by medical personnel in addition to the observation of classroom work products of the student.

3. Prereferral: The teacher will take suggestions of action given by the school-based team and will implement them in the classroom while continuing observation of the student. This step is skipped if the student has already been identified with intellectual disabilities from another school's team.

4. Referral: If the student is continuing to perform poorly in school, the student will be referred to a team with more dynamic members from specialized fields in education and special needs.

5. Nondiscriminatory evaluation procedures and standards: This step includes more assessment of the student such as individualized intelligence tests, adaptive behavior scales, anecdotal records, curriculum-based assessments, and direct observations.  If the student does not reach certain benchmarks in all or most of these categories, then an identification of intellectual disability will be made in the next step.

6. Determination: "The nondiscriminatory evaluation team determines that the student has an intellectual disability and needs special education and related services. The student's IEP team proceeds to develop appropriate education options for the child (Turnbull et al., 2013 p. 202)". 

7. An appropriate IEP is then determined for the student, where family members, school members, and paraprofessionals will be involved in determining the correct placement and educational resources for the student in order to fully meet all of the students individual needs. 

 

Chart of Percentage of Students Receiving Education Under IDEA

(Source: U. S. Department of Education, National Center for Education Statistics. (2007). The Condition of Education 2007. Retrieved from Opens new windowhttp://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007064 .)