Intellectual Disability

There is no commonly accepted definition of intellectual disability and the systems or criterions used to classify intellectual disability continue to change through time. Some older definitions of intellectual disability were biological aspects. Later definitions stressed social aspects. However, recent definitions reflect all aspects of the condition such as the biological, social, intellectual aspects that are associated with intellectual disability.The conceptual nature of intellectual disability is illustrated by the evolving classificatory criterion of the American Association on Mental Retardation and the range of standard that researchers use. The American Association on Mental Retardation has revised its definition and classificatory

Previous institutionalization is one popular sampling criterion (Floor, Baxter, Rosen, and Zisfein, 1975). According to Feldman (1986) children with intellectual disability are defined on the basis of IQ (intelligence quotient) scores alone, although cut-off scores vary markedly. A social systems definition of intellectual disability as a criterion is also popular (Booth and Booth, 1995). In this approach, children meet the inclusion criteria if a key informant (usually a service provider) identifies them as having an intellectual disability and they use or have used specialist services intended for people with this

For example, the father is never present during the actual delivery and the child and mother are considered impure until the naming ceremony on the 5th or 7th day. Then for the next 49 days, the mother mostly spends time with her family rather than with her husband or his family leaving very little time for the father to develop lifelong bonds with the child.

In its most ideal sense, practices of raising a child are not the tasks of the certain individuals or mother alone but it is the responsibility of the whole family members especially of the father. Research indicates that fathers play a critical role in the development of their children. Green (2000) remarks that fathers who are actively involved in raising their children can make a positive and lasting difference in their lives contrasting theirs with children, whose fathers are not involved, that experience a number of potentially negative outcomes.

Children with disabilities, like all other children, should have a right to access to education, health, rehabilitation or support services. But research findings reveal contradictory results. According to UNICEF (2007), of the 200 million children reported living with disabilities, few of those living in developing countries have effective access to health and rehabilitation or support