christian counseling today
Vol. 20 no. 2
25
stigmatized kids
Carr i e Fance t t Pagels
learning and
intellectual disabilities
ntellectual disabilities encompass a broad spectrum of
cognitive deficits that includes specific learning-related
problems and mental retardation or MR (increasingly
referred to as general learning or intellectual disability
by many advocacy groups to minimize negative conno-
tations with labels). Historically, MR-related issues
were viewed primarily in terms of a child’s Intelligence
Quotient (IQ) with scores under 70, but now include a
functional/adaptive skills component. Genetic and congenital
factors, pregnancy-related issues (e.g., fetal alcohol syndrome),
brain injury and neurodegenerative diseases all represent
potential etiologies. The U.S. Department of Education
reported nearly six million students who received special
education services during the 2003–04 academic year and
nearly a half-million were classified as intellectually disabled.
1
Most of these children were considered to be in the mild IQ
range (51–70). According to the Centers for Disease Control
and Prevention, Down syndrome births increased by 31%
from 1979 to 2003, with 12 per 10,000 live births.
2
In some
cases, there is no known etiology. It is worth noting that
finding more current statistics remains difficult. This reality
at least creates the need to explore the ongoing role/effect of
abortion on demand over the past several decades. With an
increased capacity to test for genetic abnormalities through
prenatal diagnostic testing, intellectual disabilities and condi-
tions such as Down syndrome, etc. are more readily detected
in utero. Sadly, some women are being counseled to abort
their babies or are making the fatal decision on their own.
Children with learning and intellectual disabilities are
often at risk of being stigmatized and demeaned, especially
in a society where intelligence is highly valued. Nevertheless,
these precious gifts of God are fully capable of going on to
live rich and full lives and deserve the opportunity to do
so. Parents and family members must learn effective coping
strategies, however, and be proactive in building healthy self-
esteem and social inclusion. This article discusses common
childhood learning disorders, why it is critical to have a proper
psychological evaluation, and considerations for counselors
serving families with diagnosed children.
Common Childhood Disorders
that Interfere with Learning
Attention Deficit Hyperactivity Disorder (ADHD) is a
common childhood disorder with roughly one in 10 children
diagnosed. While ADHD was once thought to be something
most children grew out of, research has not found support for
