Intellectual disability can be congenital or acquired during the early years of life. In addition to genetic causes, scientists believe that an unsuitable social environment can also lead to this condition.
At a mild level, children with intellectual disabilities can attend elementary school, but it is challenging for them, resulting in poor academic performance. At a moderate level, children are generally unable to attend school, cannot perform calculations, but possess sufficient language skills for daily communication and can carry out simple tasks. In severe cases, language may be absent or very limited, making communication impossible, and these children require constant care.
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| The educational environment significantly influences mental development (Photo: TTO) |
There are many causes of intellectual disability, such as genetics, harmful effects on the mother during pregnancy, especially in the first three months (contracting certain viral or parasitic diseases, taking harmful medications for the fetus). Premature birth, oxygen deprivation at birth, obstetric interventions, diseases acquired in early years, and a lack of social environmental stimulation are also contributing factors.
Among these causes, the roles of genetics and social environment are often debated. Some authors emphasize the role of genetics while downplaying the environmental factors. They present evidence showing that children of individuals with intellectual disabilities have a higher incidence of this condition in the general population. This conclusion is contested because these children live in unfavorable cultural environments and are influenced by both genetic and environmental factors.
Studies of children adopted from parents with intellectual disabilities into families with average or above-average intelligence indicate that the incidence of this condition is significantly lower compared to children who remain with their biological families.
Among very young children who live in neglectful conditions, such as being abandoned or orphaned, many exhibit lower than normal intellectual development. Some children who have been lost in the wilderness for extended periods, completely isolated from human cultural environments, show very poor cognitive abilities and are difficult to teach if they are relatively older.
Appropriate educational methods are essential
Thus, both genetics and environment can influence intellectual development, with environmental factors being particularly important. To provide children with optimal conditions for intellectual growth, parents should invest time in playing and nurturing their children, as these interactions allow children to imitate and learn.
Parents should purchase educational toys that promote intellectual development, such as puzzles, letter blocks, and creative games. However, in families with limited financial resources, parents do not necessarily need to buy expensive toys; they can collect small wooden blocks, clay for modeling, paper and crayons for drawing, and create suitable play activities for their children. Parents should also enroll their children in nurseries or kindergartens to expose them to peers and teachers.
Children with mild to moderate intellectual disabilities can show significant improvement through educational methods. Teaching must be persistent, creative, and initiated as early as possible. Early detection of this condition can be achieved by observing symptoms such as delays in rolling over, sitting, standing, walking, and language development (both understanding and expression), prompting early visits to mental health centers. Ideally, children should be placed in special schools for those with intellectual disabilities. In areas lacking such facilities, parents and family members must become excellent, enthusiastic, creative, and patient teachers for their children, providing the best environment for intellectual development and future independence.
