People with Developmental and Cognitive Disabilities
Adapted from training materials developed by United Cerebral Palsy
Facts
There can be an overlap in defining developmental and cognitive disabilities. "Developmental" and "cognitive" are very broad labels, and do not particularly indicate the level of skill or ability that an individual may have.
"Developmental disability" is a legal umbrella term that refers to disabilities present before an individual reaches age 22. Congenital developmental disabilities exist at birth, but developmental disabilities can also be acquired post birth. Examples of developmental disabilities are:
- Cerebral palsy
- Epilepsy
- Autism
- Hearing loss
- Down syndrome
- Mental retardation
- Spinal injury
- Brain injury
Though not all of these disabilities necessarily result in decreased intellectual functioning, often people use the term to refer to disabilities that have a component affecting cognitive function.
"Cognitive disabilities" generally refers to any disability affecting mental processes. Examples include:
- Mental retardation
- Attention-deficit hyperactivity disorder (ADHD)
- Dyslexia
- Aphasia
- Brain injury
- Language delay
- Learning disabilities
Interaction Tips
- Adults who have developmental disabilities are adults. Assume their life experiences are similar to other adults and speak with them from that perspective. Bring up topics that would be approached in general conversation such as weekend activities, vacation plans, the weather, or recent events.
- Address questions, comments, or concerns directly to the individual, not to a companion.
- If someone needs you to speak in a louder voice, they will ask.
- Assume people with cognitive disabilities are legally competent. They can often sign documents, vote, consent to medical care and sign contracts. Rely on the individual to let you know if they must get someone else to sign documents.
Examples of Accommodations
Remember that many individuals with developmental and cognitive disabilities do not have limited intellectual functioning. When accommodations are necessary, implement them respectfully, recognizing the individual as an adult. Programmatic and/or physical accommodations will be determined by the needs of each individual.
- Some people benefit from information presented in a clear, concise, concrete, and simple manner.
- When necessary, repeat information using different wording or a different communication approach. Allow time for the information to be fully understood.
- When possible, avoid cliches and jargon.
- If needed, analyze activities into small steps and present tasks sequentially. Allow the individual to perform each step after the explanation.
- When appropriate, use pictures or simple photographs to identify people, rooms, tasks or directions.
- Think of creative ways to make tasks easier for the individual. For example, non-readers may benefit from color-coded files, watches with talking timers and alarms, and tape-recorded instructions.
©The National Service Inclusion Project is a cooperative agreement (#01CAM0016) between the Corporation for National and Community Service and the Institute for Community Inclusion at UMass Boston in collaboration with the Association of University Centers on Disabilities.