Intellectual disability (ID), also known as a general learning disability and mental retardation (MR), is a generalized neurodevelopmental disorder characterized by significantly impaired intellectual and adaptive functioning. It is defined by an IQ under 70 in addition to deficits in two or more adaptive behaviors that affect everyday, general living. In the United States, the average lifetime cost of a person with an intellectual disability amounts to US$1,014,000 per person, in 2003. Looking at such a huge expense, Siddha Spirituality of Swami Hardas Life System is capable of solving problems with regard to Intellectual Disability with it’s unique and free Siddha energy remedies. Hence, let us know what is intellectual disability, symptoms, causes, treatment like stem cell therapy, etc.
Types of intellectual disability
Intellectual disability is subdivided into:
- Syndromic intellectual disability, in which intellectual deficits associated with other medical and behavioral signs and symptoms are a present, and
- Non-syndromic intellectual disability, in which intellectual deficits appear without other abnormalities.
Down syndrome and fragile X syndrome are examples of syndromic intellectual disabilities.
Intellectual disability definition
Intellectual disability is a disability characterized by significant limitations in both intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills. This disability originates before the age of 18.
Intellectual disability Facts & Figures
- Intellectual disability affects about 2–3% of the general population.
- About 75% to 95% of the affected people have a mild intellectual disability.
- Non-syndromic or idiopathic cases account for 30–50%.
- About a quarter of cases are caused by a genetic disorder, and about 5% of cases are inherited from a person’s parents.
Cases of unknown cause affect about 95 million people as of 2013.
Intellectual disability (ID) begins during childhood and involves deficits in mental abilities, social skills, and core Activities of Daily Living (ADLs) when compared to same-aged peers. There often are no physical signs of mild forms of ID, although there may be characteristic physical traits when it is associated with a genetic disorder (e.g., Down syndrome).
The level of impairment ranges in severity for each person. Some of the early signs can include:
- Delays in reaching or failure to achieve milestones in motor skills development (sitting, crawling, walking)
- Slowness learning to talk or continued difficulties with speech and language skills after starting to talk
- Difficulty with self-help and self-care skills (e.g., getting dressed, washing, and feeding themselves)
- Poor planning or problem solving abilities
- Behavioral and social problems
- Failure to grow intellectually or continued infant-like behavior
- Problems keeping up in school
- Failure to adapt or adjust to new situations
- Difficulty understanding and following social rules
Mild Intellectual disability
In early childhood, mild ID (IQ 50–69) may not be obvious or identified until children begin school. Even when poor academic performance is recognized, it may take an expert assessment to distinguish mild intellectual disability from a specific learning disability or emotional/behavioral disorders.
People with mild ID are capable of learning reading and mathematics skills to approximately the level of a typical child aged nine to twelve. They can learn self-care and practical skills, such as cooking or using the local mass transit system. As individuals with intellectual disability reach adulthood, many learn to live independently and maintain gainful employment.
Moderate Intellectual disability
Moderate ID (IQ 35–49) is nearly always apparent within the first years of life. Speech delays are particularly common signs of moderate ID. People with a moderate intellectual disability need considerable supports in school, at home, and in the community in order to fully participate. While their academic potential is limited, they can learn simple health and safety skills and participate in simple activities.
As adults, they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances. As adults, they may work in a sheltered workshop.
Severe Intellectual disability
People with Severe (IQ 20–34) or Profound ID (IQ 19 or below) need more intensive support and supervision their entire lives. They may learn some ADLs, but an intellectual disability is considered severe or profound when individuals are unable to independently care for themselves without ongoing significant assistance from a caregiver throughout adulthood.
Individuals with profound ID are completely dependent on others for all ADLs and to maintain their physical health and safety, although they may be able to learn to participate in some of these activities to a limited degree.
Among children, the cause of intellectual disability is unknown for one-third to one-half of cases. About 5% of cases are inherited from a person’s parents. Genetic defects that cause intellectual disability but are not inherited can be caused by accidents or mutations in genetic development.
Examples of such accidents are the development of an extra chromosome 18 (trisomy 18) and Down syndrome, which is the most common genetic cause. Velocardiofacial syndrome and fetal alcohol spectrum disorders are the two next most common causes. However, doctors have found many other causes. The most common are:
Sometimes disability is caused by abnormal genes inherited from parents, errors when genes combine, or other reasons. The most prevalent genetic conditions include:
- Down syndrome
- Klinefelter syndrome
- Fragile X syndrome (common among boys)
- Congenital hypothyroidism
- Williams syndrome
- Phenylketonuria (PKU)
- Prader–Willi syndrome
Problems during pregnancy
Intellectual disability can result when the fetus does not develop properly. For example, there may be a problem with the way the fetus’ cells divide as it grows. A pregnant person who drinks alcohol or gets an infection like rubella during pregnancy may also have a baby with an intellectual disability.
Problems at birth
If a baby has problems during labor and birth, such as not getting enough oxygen, he or she may have developmental disability due to brain damage.
Exposure to certain types of disease or toxins. Diseases like whooping cough, measles, or meningitis can cause intellectual disability if medical care is delayed or inadequate. Exposure to poisons like lead or mercury may also affect mental ability.
Iodine deficiency, affecting approximately 2 billion people worldwide, is the leading preventable cause of intellectual disability in areas of the developing world where iodine deficiency is endemic. Iodine deficiency also causes goiter, an enlargement of the thyroid gland.
More common than full-fledged cretinism, as intellectual disability caused by severe iodine deficiency is called, is mild impairment of intelligence. Certain areas of the world due to natural deficiency and governmental inaction are severely affected.
India is the most notorious, with 500 million suffering from deficiency, 54 million from goiter, and 2 million from cretinism. Among other nations affected by iodine deficiency, China and Kazakhstan have instituted widespread salt iodization programs, whereas, as of 2006, Russia had not.
Malnutrition is a common cause of reduced intelligence in parts of the world affected by famine, such as Ethiopia.
Intellectual disability Diagnosis
According to both the American Association on Intellectual and Developmental Disabilities (Intellectual Disability: Definition, Classification, and Systems of Supports (11th Edition) and the American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders (DSM-IV), three criteria must be met for a diagnosis of intellectual disability:
- A significant limitation in general mental abilities (intellectual functioning)
- Significant limitations in one or more areas of adaptive behavior across multiple environments (as measured by an adaptive behavior rating scale, i.e. communication, self-help skills, interpersonal skills, and more), and
- Evidence that the limitations became apparent in childhood or adolescence. In general, people with intellectual disability have an IQ below 70, but clinical discretion may be necessary for individuals who have a somewhat higher IQ but severe impairment in adaptive functioning.
It is formally diagnosed by an assessment of IQ and adaptive behavior. A third condition requiring onset during the developmental period is used to distinguish intellectual disability from other conditions dementia such as Alzheimer’s disease or traumatic brain injuries.
Intelligence Quotient (IQ) range
Current tests are scored in “deviation IQ” form, with a performance level by a test-taker two standard deviations below the median score for the test-taker’s age group defined as IQ 70. Until the most recent revision of diagnostic standards, an IQ of 70 or below was a primary factor for intellectual disability diagnosis, and IQ scores were used to categorize degrees of intellectual disability.
IQ assessment must be based on a current test. This enables a diagnosis to avoid the pitfall of the Flynn effect, which is a consequence of changes in population IQ test performance changing IQ test norms over time.
Distinction from other disabilities
Clinically, intellectual disability is a subtype of cognitive deficit or disabilities affecting intellectual abilities, which is a broader concept and includes intellectual deficits that are too mild to properly qualify as intellectual disability, or too specific (as in specific learning disability), or acquired later in life through acquired brain injuries or neurodegenerative diseases like dementia.
Cognitive deficits may appear at any age. Developmental disability is any disability that is due to problems with growth and development. This term encompasses many congenital medical conditions that have no mental or intellectual components, although it, too, is sometimes used as a euphemism for intellectual disability.
Limitations in more than one area
Adaptive behavior, or adaptive functioning, refers to the skills needed to live independently (or at the minimally acceptable level for age). To assess adaptive behavior, professionals compare the functional abilities of a child to those of other children of similar age.
There are many adaptive behavior scales, and accurate assessment of the quality of someone’s adaptive behavior requires clinical judgment as well. Certain skills are important to adaptive behavior, such as:
- Daily living skills, such as getting dressed, using the bathroom, and feeding oneself
- Communication skills, such as understanding what is said and being able to answer
- Social skills with peers, family members, spouses, adults, and others
Intellectual disability affects about 2–3% of the general population. 75–90% of the affected people have a mild intellectual disability. Non-syndromic or idiopathic ID accounts for 30–50% of cases. About a quarter of cases are caused by a genetic disorder.
Society and culture
People with intellectual disabilities are often not seen as full citizens of society. Person-centered planning and approaches are seen as methods of addressing the continued labeling and exclusion of socially devalued people, such as people with disabilities, encouraging a focus on the person as someone with capacities and gifts as well as support needs.
The self-advocacy movement promotes the right of self-determination and self-direction by people with intellectual disabilities, which means allowing them to make decisions about their own lives.
Until the middle of the 20th century, people with intellectual disabilities were routinely excluded from public education, or educated away from other typically developing children. About 8% currently live in an institution or a group home.
In the United States, the average lifetime cost of a person with an intellectual disability amounts to US$1,014,000 per person, in 2003. This is slightly more than the costs associated with cerebral palsy, and double that associated with serious vision or hearing impairments.
People with intellectual disability as a group have higher rates of adverse health conditions such as:
Adults also have a higher prevalence of poor social determinants of health:
- Behavioral risk factors
- Poor or fair health status than adults without an intellectual disability
In the United Kingdom people with intellectual disability live on average 16 years less than the general population.
Stem Cell Therapy
To meet with the different challenges of intellectual disability, a multifaceted advancement is needed to deal with the different injuries indicated. While, there are some patients that reach an immobile stage with extended use of pharmacological, rehabilitative and surgical therapies, with stem cell therapy efforts are being made for the stimulation of the nervous system to heal the injury of the nervous tissues.
Properties like self-renewal and differentiation are present in stem cells which help to produce various types of cells. Several other changes in the adjoining tissue regions comprise of alterations in the internal repair process of :
- Affected neurons
- Immune modulation
- Secretion of various growth factors
- Secretion of vascular endothelial growth factor (VEGF)
- Formation of new blood vessels
- Regulation of cell death
- Reduction of inflammation
- Activation of neighboring stem cells
These varying changes greatly develop the functioning capacity of the brain and bring a marked change in the quality of life.
The biological task of stem cells is to repair and regenerate damaged cells. Stem cell therapy exploits this task by executing these cells in high concentrations directly in and around the damaged tissue, where they move its self-healing and restoration forward.
There are certain areas that cause mental damage found in children with intellectual disability and can be seen on the PET CT Scan brain. Stem cells therapy works on these affected areas and helps to improve the proper functioning of these areas. Intellectual disability & Free Siddha Energy Remedies
1. Siddha preventive measures
Everybody must practice Siddha preventive measures, whether affected with an intellectual disability or not, but they are the primary steps for switching on to any other Siddha energy remedies, and hence they are important. It helps in one’s capability, effectiveness, and productivity, decision making power, intellectuality and removing minor health problems. There are three types of preventive measures:
- Earthing – performed for earthing the negativity of our body
- Field Cleaning – cleans energy field (Aura) of our body
- Siddha Brain Exercise/Energizing – energizes our brain for proper functionality
Everybody’s tendency is to get attracted toward the word ‘free‘, however, don’t neglect even these Siddha preventive measures are free. Avail the benefits by practicing them sincerely, and regularly. For the ease of understanding Siddha preventive measures, please watch a video for a live demonstration.
2. Siddha Shaktidata Yog
This unique Siddha Shaktidata Yog of Siddha Spirituality can solve the problems related to the intellectual disability with free Siddha energy remedies. There is no compulsion of training of ‘Swami Hardas Life System’ methods. This not only gives benefits to self but also it can be used for other affected persons, whether a person is in the same house, distantly available in the same city, same nation or maybe in any corner of the world, however, both the procedures have been explained here.
3. Siddha Kalyan Sadhana
Recite this Sadhana with a Sankalp “My problems of intellectual disability are solved as early as possible and I should gain health”, which should be repeated in mind 3 – 3 times every after each stanza. Any person irrespective of caste, creed, religion, faith, sex, and age can recite this Sadhana for free, which should be repeated at least twice in a day. To know more, please click on this link.
4. CCPE products
These products work on the concepts of ‘Conceptual Creative Positive Energy’ (CCPE) within the provisions of ‘CCPE Life System’ and the theory of Quantum Technology to a certain extent. However, the products get activated only whenever touched by a human and then they become capable of solving the problem and achieving health. However, please use these products for solving problems of intellectual disability as mentioned below:
The CCPE Extractor should be gently moved over the Agya Chakra in a circular motion at least for 30 to 60 seconds, thereafter, follow the same process on the head for another 30 to 60 seconds. This is how the process finishes within almost 5 minutes.
Keep one Booster over the Agya Chakra and another one each over the head for 3 – 5 minutes. You may need to have 2 Boosters and the process would finish within almost 3 – 5 minutes. This is how the process finishes within almost 5 minutes.
CCPE Booster powder
Add a pinch of CCPE Booster powder in a bucket of warm water. Take bath regularly in the morning for the relief from the problems.
In view of the above, I am confident that you have learned about intellectual disability, definition, symptoms, causes, diagnosis, stem cell therapy, and also learned free Siddha energy remedies. Now, you have become self-sufficient. Hence its right time to use your acquired knowledge for solving intellectual disability-related problems as per the provision available in Siddha Spirituality of Swami Hardas Life System.
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