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Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...
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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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About Whom Are We Talking When We Use Intellectual and Developmental Disabilities?

Marc J Tassé1, Susan M Havercamp1, Gloria Krahn2

  • 1The Ohio State University, Columbus.

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|November 25, 2024
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Summary
This summary is machine-generated.

Inconsistent terminology for intellectual disability (ID) and developmental disability (DD) causes confusion in research and policy. Clear definitions and consistent use of abbreviations like IDD are crucial for accurate communication and understanding.

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Area of Science:

  • Disability Studies
  • Public Health Communication
  • Health Policy

Background:

  • Clear communication about population groups is vital for knowledge transfer.
  • Inconsistent definitions and abbreviations for intellectual disability (ID) and developmental disability (DD) create significant ambiguity.
  • Variability in terminology impacts the interpretation of research, clinical findings, and policy decisions.

Purpose of the Study:

  • To highlight inconsistencies in the communication of individuals with intellectual disability (ID) and developmental disability (DD).
  • To address the wide variability in definitions and abbreviations used in the field of ID and DD.
  • To propose recommendations for enhanced consistency and clarity.

Main Methods:

  • This narrative review analyzes the current state of terminology used for intellectual disability and developmental disability.
  • The review examines the impact of inconsistent definitions and abbreviations on prevalence rates and data interpretation.
  • Recommendations are developed based on the identified issues.

Main Results:

  • Significant variability exists in the definitions and abbreviations (e.g., ID/DD, IDD, I/DD) for intellectual and developmental disabilities.
  • This inconsistency leads to a 5-fold difference in reported prevalence rates for developmental disabilities.
  • Ambiguous use of initialisms obscures whether they refer to separate or co-occurring conditions.

Conclusions:

  • Clear operational definitions and consistent use of abbreviations are essential for accurate communication.
  • Authors should define chosen initialisms upon first use in scholarly works, clinical publications, and policy documents.
  • Enhanced consistency will improve understanding for all stakeholders, including researchers, practitioners, and policymakers.