Intellectual Disabilities and Etiquette

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Intellectual Disabilities and Etiquette

Korean Movies featuring protagonists with intellectual disabilities, such as “Marathon,” “Forrest Gump,” “I Am Sam,” “Miracle in Cell No. 7,” and “Inseparable Bros,” have garnered significant attention and affection. When we think of “intellectual disability,” we often only picture low intelligence, awkward speech, and unnatural behavior. Few people truly understand what intellectual disability entails or know the best way to interact with individuals with intellectual disabilities in everyday life.

Proper understanding is crucial to help our neighbors with intellectual disabilities overcome stigma and limitations, allowing them to become fully integrated into society.

What is Intellectual Disability?

Intellectual disability (ID) is a developmental disorder that begins before the age of 18 and is characterized by significant limitations in both intellectual functioning and adaptive behavior. Intellectual functioning refers to general mental abilities such as learning, problem-solving, and reasoning. Adaptive behavior includes the conceptual, social, and practical skills that individuals learn and perform in their daily lives.

Until the revision of the Welfare of Disabled Persons Act in 2007 South Korea, intellectual disability was referred to as “mental retardation.” The prevalence of intellectual disability in South Korea is estimated to be around 1-3%. Individuals with intellectual disabilities often exhibit delayed language development and social skills deficits. As a result, they may struggle to express their thoughts and desires effectively and have difficulty forming close relationships with others.

Problems with learning, memory, and attention are common, making it challenging for individuals with intellectual disabilities to complete tasks or work independently. Due to these developmental issues, they may face difficulties in social judgment, recognizing dangers, regulating emotions and behavior, maintaining relationships, and staying motivated in school or work. In severe cases, adults with intellectual disabilities may require assistance with everyday activities such as dressing or eating. They are also at a higher risk of experiencing conditions like Attention Deficit Hyperactivity Disorder (ADHD), anxiety disorders, seizures, or engaging in self-harm, which can lead to a painful and challenging life.

Symptoms of Intellectual Disability by Severity

Mild Intellectual Disability

In the case of mild intellectual disability, differences may not be noticeable in early childhood. However, during school years and adulthood, individuals may face difficulties in learning skills related to reading, writing, arithmetic, and understanding concepts of time. They often struggle with abstract thinking, cognitive flexibility, planning, and short-term memory.  

Moderate Intellectual Disability

For those with moderate intellectual disability, language and pre-academic skills develop slowly in early childhood. During school years, their learning progress is slower and more limited compared to their peers.

Developmental Progress and Adaptation

While the intellectual functioning in individuals with intellectual disabilities typically does not improve significantly, providing a supportive environment can enhance their level of adaptation.

• Mild Intellectual Disability: Individuals may struggle in school but, as adults, many are capable of working, maintaining good social relationships, and contributing to society.
• Moderate Intellectual Disability: Though children with moderate intellectual disabilities exhibit significant developmental delays, most achieve a level of independence in self-care and acquire basic communication and learning skills with appropriate support.

Myths and Facts About Intellectual Disability

Myth: Intellectual disability affects physical abilities?!

Fact: Intellectual disability is related to cognitive functioning and is not directly connected to physical abilities. 

As evidenced by the remarkable achievements of the protagonists in movies like “Forrest Gump” and “Marathon,” individuals with intellectual disabilities can excel physically. With proper and systematic training, they can perform as well as, or even better than, individuals without disabilities.

Is It Best to Help with Everything?!

Myth: It is best to help individuals with intellectual disabilities with everything.

Fact: While providing assistance is important, it is crucial to do so in a way that minimizes dependency and promotes progressive independence.

Individuals with intellectual disabilities benefit from support that encourages their growth and self-reliance. Instead of doing everything for them, offering appropriate guidance and fostering their abilities can help them achieve greater autonomy and confidence.

Is Intellectual Disability Genetic?!

Myth: Intellectual disability is purely genetic.

Fact: The causes of intellectual disability are complex and diverse, and it cannot be attributed solely to genetics.

The causes of intellectual disability can be broadly categorized into genetic and environmental factors, often interacting in intricate ways. Genetic or biological causes include chromosomal abnormalities, gene mutations, and congenital metabolic disorders. Environmental causes encompass factors such as infections and brain injuries at birth, childhood illnesses, and prolonged child abuse. There are approximately 200 identified factors that are believed to contribute to the development of intellectual disability.

Can Individuals with Intellectual Disabilities Hold Jobs?!

Myth: Individuals with intellectual disabilities cannot hold jobs.

Fact: With appropriate training and support, individuals with intellectual disabilities can work and maintain employment.

Individuals with intellectual disabilities are capable of performing work suited to their abilities if given adequate and repetitive training. While they may require a longer adjustment period compared to others, patience and persistent practice can lead to successful job performance. 

When working with individuals with intellectual disabilities, it is helpful to demonstrate tasks multiple times until they become familiar. Additionally, it is important to repeatedly explain other job-related aspects such as work hours, workplace location, wages, supervisors, and available transportation options.

Etiquette When Interacting with Individuals with Intellectual Disabilities

How to Respond When Meeting Someone with an Intellectual Disability. Treating them without prejudice is ideal, but it’s also helpful to be prepared for specific situations by understanding appropriate etiquette.

When They Display Inappropriate Behavior

Due to difficulties in forming social relationships, individuals with intellectual disabilities may not always follow instructions. Do not attempt to correct them through forceful or authoritative behavior. Instead, consult their caregiver or seek assistance from a professional if challenges arise.

When They Exhibit Repetitive Behaviors

Many individuals with intellectual disabilities display repetitive behaviors, such as waving their fingers in front of their eyes, spinning, or rocking back and forth. Do not criticize or hastily try to stop these behaviors, as they are natural characteristics of their condition.

When They Have Difficulty Communicating

If they struggle with communication, use concrete objects or pictures to help convey your message. Avoid overwhelming them with too much information at once. Approach them and use clear, simple language. For example, say, “Let’s get up, grab your bag, and go eat.” Avoid using idioms, metaphors, sarcasm, or wordplay as these can be confusing.

When They Engage in Violent or Self-Harming Behavior

If they exhibit problem behaviors due to emotional or sensory regulation issues, encourage them to maintain a safe distance from others. Provide immediate first aid if they are injured. If they have a unique medical condition, ensure they receive proper medical care, and obtain relevant information from their caregiver in advance. Recognize that their frustration, fear, or anger does not stem from a desire to harm others.

When Teaching Them to Handle Dangerous Situations

When instructing them on how to respond to dangerous or avoidable situations, combine verbal instructions with clear demonstrations.

When Meeting for the First Time

Avoid staring, giving strange looks, or intentionally avoiding them. Individuals with intellectual disabilities are not unusual. Feel free to initiate conversation or greet them naturally.

When Engaging in Conversation

Even if their speech is unclear or their vocabulary is limited, listen attentively to understand their intended message. Use simple words, speak slowly and clearly, and supplement your words with gestures if necessary. Avoid speaking down to them or treating them as children due to their intellectual disability; use age-appropriate respectful language.

When Choosing a Menu at a Restaurant

If they cannot read the menu, read it aloud for them. If possible, let them choose by looking at pictures of the food.

When Handling Money

One of the significant challenges for individuals with intellectual disabilities is managing money. Assist them by handling the payment and ensure they receive a receipt for their caregiver to review.

When Meeting in Public Places

Their use of transportation may be limited. Meet them at familiar locations, and after parting, confirm with their caregiver that they have returned home safely.