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Samenvatting Verstandelijke beperking
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Taak 1 – Verstandelijke beperking1: Wat is een verstandelijke beperking en welke gradaties zijn er? (abnormal child
psychology)
Een verstandelijke beperking is een neurologische ontwikkelingsstoornis, een groep van
aandoeningen die begint in de ontwikkelingsperiode en gepaard gaat met verslechteringen
in sociaal, persoonlijk, academisch of beroepsmatig functioneren.
Een verstandelijke beperking wordt gekarakteriseerd door beperkingen in mentale
mogelijkheden (redeneren, plannen en oordelen), resulterend in verslechtering van
adaptieve functies zoals conceptueel, sociaal en praktische vaardigheden die nodig zijn om
alledaagse taken uit te voeren.
3 essentiële elementen:
- Intellectuele beperkingen.
- Tekorten in adaptieve vaardigheden.
- Vroeg begin.
Gradaties:
- Licht
- Mild
- Ernstig
- Zeer ernstig
Zie tabel 5.3 blz. 132 abnormal child psychology.
Conceptueel domein Sociaal domein Praktisch domein
Licht Peuters: geen opvallende Kinderen: Children: ● May function age-
conceptuele verschillen. -onvolwasssenheid in sociale appropriately and maintain personal
Schoolkinderen/volwassenen: interacties. care. ● May need some support
leermoeilijkheden in -moeilijkheden met relaties. with complex daily living tasks as
academische vaardigheden -laten onvolwassen compared with peers. Adults: ●
(lezen, schrijven, tijd, geld) communicatie zien voor de Typically need support with
support nodig om te voldoen leeftijd. shopping, transportation, home and
aan leeftijdsgerelateerde -moeilijkheden tonen bij child care, organizing, cooking, and
verwachtingen. reguleren van aan de leeftijd money management. ● Participate
Volwassenen: aangepaste emoties en gedrag; in recreational skills similar to age-
verminderd abstract kan worden opgemerkt door mates, but need support with well-
denkvermogen, uitvoerende relaties. being and organization. ● May hold
functies, -weinig inzicht in risico’s in jobs that do not emphasize
kortetermijngeheugen en sociale situaties. conceptual skills. ● Need support
functionele en academische -onvolwassen oordeelsvermogen. with health care and legal decisions
vaardigheden. -risico om gemanipuleerd te and with learning a vocation. ●
worden door anderen. Often need support raising a family.
Mild Conceptual skills lag markedly Individual: ● Shows marked Adults: ● Eat, dress, eliminate, and
behind those of peers. ● For differences from peers in social practice hygiene age-appropriately
preschoolers, language and and communicative behavior after extended teaching, time
pre-academic skills develop across development. ● Uses less practicing, and reminders. ●
slowly. ● For school-aged complex spoken language as Participate in all typical household
children, academic skill primary tool for social tasks after extended period of
develops slowly and are communication. ● Shows teaching and ongoing. ● May
limited as compared with capacity for relationships in achieve independent employment in
those of peers. ● For adults, lifelong ties to family and friends. jobs that require limited conceptual
, academic skill development is ● May inaccurately perceive or communication skills, but need
typically at an elementary interpret social cues. ● Shows considerable support from co-
level, and support is required limited social judgment and workers/supervisors. ● Develop a
for all use of academic skills decision-making abilities. ● variety of recreational skills, but will
and work and personal life. ● Needs caretakers to assist with need additional, extended supports
Adults need daily assistance life decisions. ● Has friendships and learning opportunities. ●
with conceptual tasks of with typically developing peers Maladaptive behaviors present in a
dayto-day life. that are often affected by significant minority and cause social
communication or social problems.
limitations. ● Needs social and
communicative support in work
settings.
Ernstig Individual: ● Attains few Individual: ● Exhibits limited Individual: ● Needs support for daily
conceptual skills. ● Has little spoken language in terms of living (e.g., eating, dressing, bathing,
understanding of written vocabulary and grammar. ● elimination). ● Needs supervision at
language or of concepts Speaks using single words or all times. ● Unable to make
involving numbers. ● Needs phrases and may be responsible decisions regarding
caretakers to provide problem- supplemented through well-being of self or others. ● Needs
solving support throughout augmentative means. ● Exhibits long-term teaching and ongoing
life. speech and communication support in all domains to acquire
focused on the present. ● Uses skills. ● Maladaptive behavior,
language for social including self-injury, is present in a
communication more than for significant minority.
explication. ● Understands
simple speech and gestural
communication. ● Has
relationships with family
members and familiar others for
pleasure and help
Zeer Conceptual skills generally Individual: ● Has very limited Individual: ● Is dependent on others
ernstig involve the physical world understanding of symbolic for all aspects of daily physical care,
rather than symbolic communication in speech or health, and safety, but may
processes. Individual: ● May gestures. ● May understand participate in some of these
use objects in goaldirected some simple instructions or activities. ● Without severe physical
fashion for self-care, work, and gestures. ● Nonverbally, impairments may assist with some
recreation. ● Uses visuospatial nonsymbolically expresses most daily work tasks at home. ● May
skills, such as matching and desires and emotions. ● Enjoys perform simple actions with objects,
sorting based on physical relationships with well-known with extended support, related to
characteristics. However, co- family members, caretakers, and vocational activities. ● Enjoys
occurring motor and sensory familiar others. ● Initiates a recreational activities with the
impairments may prevent response to social interactions support of others. ● May have
functional use of objects. through gestural and emotional physical and sensory impairments
cues. ● May have co-occurring that prevent participation (beyond
sensory and physical watching) in home, recreational,
impairments, which may prevent and vocational activities. ● May
many social activities. exhibit maladaptive behaviors (only
a significant minority.)
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