It is important to understand the terms associated with intellectual disabilities. The first term is disability. Disability is an individual performance that includes physical, sensory, cognitive, mental, intellectual impairments and various types of chronic diseases. The next term concerns intelligence. This term is the ability to think logically, reason about problems, prepare, understand difficult ideas, examine intellectually, and the ability to quickly determine and/or gain from experience. The third term is adaptive behavior. Adaptive behavior is the set of conceptual, social and practical skills that all individuals learn to put into practice in daily life. An example of conceptual skills is the idea of ​​numbers. Following rules is an example of social skills. Practical skills involve the use of money in society (“Evaluative Psychology,” (n.d.). Understanding People with Intellectual Disabilities Research reveals that approximately one million students with disabilities in the United States are currently aged 3 and 21. Therefore, these special needs students are entitled to special services under the Individuals with Disabilities Education Act (IDEA). However, only 34% of students have intellectual disabilities and 40% of students have multiple disabilities. In the 2007 to 2008 school year, 56% of students with autism graduated with a regular high school diploma (Lewis, 2011). Therefore, the definition, characteristics, and causes of intellectual disability will be discussed in this essay , head trauma, autism, severe disabilities and deafblindness. The first definition, characteristic. discussed... in the middle of the document... successfully in society. As stated by IDEA, all students must be educated in an environment that meets their needs. Students with severe and multiple disabilities may be included in general education classes. However, if the student cannot function in a special education and/or regular education classroom, he or she will be placed in a residential home and/or institution. Deafblindness according to IDEA is not included in the special education program. “Despite the challenges that their disabilities impose on their lives, these students exhibit warmth, tenacity, determination, cheerfulness, a sense of humor, sociability, and various other desirable traits” (Heward, 2009, p. 458). Therefore, teachers find it a pleasure to teach these students. Teachers are also keen to observe their progress at school, at home and in community settings.