Down syndrome is the most common type of intellectual disability, affecting approximately 1 in 700 live births.

Genetic disorders, such as Down syndrome and Fragile X syndrome, are the leading cause of intellectual disability.

The Adaptive Behavior Assessment System (ABAS) is a widely used tool for assessing adaptive behavior skills in individuals with intellectual disability.

The primary goal of early intervention for individuals with intellectual disability is to promote adaptive behavior skills, such as self-care, communication, and social interaction.

Inclusive education, where students with intellectual disability learn alongside their typically developing peers, is a widely adopted educational approach.

Assistive technology can play a crucial role in enhancing communication skills, improving mobility and independence, and facilitating access to education and employment for individuals with intellectual disability.

Applied behavior analysis (ABA) is an intervention approach that focuses on teaching functional life skills to individuals with intellectual disability through positive reinforcement and shaping.

Vocational training is crucial for individuals with intellectual disability as it prepares them for competitive employment, enhances social skills and independence, and increases self-esteem and confidence.

The Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973 are federal laws in the United States that protect the rights of individuals with intellectual disability.

Advocacy plays a vital role in promoting the rights and well-being of individuals with intellectual disability by raising awareness, influencing policy and legislation, and providing support and resources.

The Convention on the Rights of Persons with Disabilities (CRPD) is an international human rights treaty that recognizes the rights of persons with disabilities, including intellectual disability.

Person-centered planning is crucial for supporting individuals with intellectual disability as it promotes self-determination and independence, identifies individual strengths and needs, and develops individualized support plans.

Family-centered care is an approach that emphasizes the importance of family involvement in the education and support of individuals with intellectual disability.

Transition planning is significant for individuals with intellectual disability as it ensures a smooth transition to post-secondary education or employment, provides support for independent living and community integration, and addresses the changing needs and preferences of the individual.

Adaptive technology research focuses on exploring the potential of assistive technology to enhance the quality of life for individuals with intellectual disability.