What defines an Intellectual Disability (ID) in students?

An Intellectual Disability (ID) is defined primarily by having intellectual functioning that is two standard deviations or more below the average range, which typically corresponds to a score of approximately 70 or below on standardized IQ tests. This significantly lower level of intellectual functioning affects a student's ability to learn, adapt, and respond effectively to their environment.

This definition is crucial because it establishes a clear criterion for identifying students who may need special education services or tailored instructional strategies. An ID is not just about academic performance; it often involves challenges in reasoning, problem-solving, planning, abstract thinking, or learning from experience. These individuals may require additional support in their educational journeys to help bridge the gap between their intellectual abilities and those of their peers.

The other options do not accurately define Intellectual Disability. For instance, higher adaptive functioning than intellectual functioning does not align with the characteristics of ID, as adaptive functioning is typically affected by a lower intellectual level. Similarly, students who are intellectually average but socially impaired would not meet the criteria for an ID, as their intellectual functioning is within the average range. Lastly, learning abstract concepts at the same pace as peers is inconsistent with the definition of ID, where students generally face challenges in conceptual learning compared to their peers.