Persons with Intellectual Disability
Individuals who demonstrate a slower rate of learning and a limited capacity to learn are identified as having an intellectual disability. Intellectual Disability is seven times more prevalent than deafness, nine times more prevalent than cerebral palsy, 15 times more prevalent than total blindness and 35 times more prevalent than muscular dystrophy.
Ninety percent of all persons with an intellectual disability have a mild intellectual disability and generally are outwardly indistinguishable from their peers without an intellectual disability. However, because of their learning limitations, certain teaching and coaching strategies are more successful than others. Specifically, demonstration, physical prompt, and manipulation of body parts are preferred to verbal instruction. Tasks to be learned should be divided into small meaningful steps, presented sequentially and then practiced in total with as little change in the order as possible. Feedback about an athlete's performance should be immediate and specific. Comments such as "you kept your eyes on the ball" are more meaningful and helpful than saying "good shot."
Like most groups of people, athletes with intellectual disabilities will vary greatly in terms of their physical abilities and their sport skill proficiency. The degree of intellectual disability generally does not determine an athlete's performance level. However, athletes with severe intellectual disabilities will be more challenged by the tactical aspects of competition. These athletes will also experience a greater incidence of secondary impairments (such as cerebral palsy or other physical limitations) affecting motor skills. Yet, given proper coaching and sufficient practice time, most athletes with intellectual disabilities can successfully compete alongside or against many of their nondisabled peers.
This Coaches' Guide is written for coaches, teachers, family members, peer coaches and others who train or assist in training athletes with intellectual disabilities. The task analyzed approach enables skills to be taught incrementally and customized for each athlete. The array of Special Olympics sports and events within each sport are designed to ensure there is an appropriate opportunity for every Special Olympics athlete regardless of his/her learning or physical abilities and his/her sport skill proficiency.
