70 is the number. An IQ of under 70 is the score that
historically has been used to define “mental
retardation” or what we now refer to as “mentally
handicapped” and is the number (plus or minus 3-5 points) currently used to determine eligibility for certain adult services where we
live. There has been much controversy around the issue of determining services
based solely on this number. I admit
I am not up on all the issues as I tend to operate on a need-to-know basis when I get freaked out. It is a strategy that works for me.
When Riley was first diagnosed with autism back in
1999 just before his 5th birthday, I went through the whole gamut of
emotions. Reading all the assessment reports was overwhelming. Back then we did
not have a number although the words “mildly mentally handicapped” were
mentioned a LOT along with “significantly
below average performance” and “a
severe delay in the development of comprehension skills”. Fourteen years
later seeing those words is not any easier. Back then I chose to focus on the
positive comments like “teachable little
boy” or “displayed a developing sense
of humour” and in his most recent assessment “delightful young man who is eager and works hard”.
It is a number
which although describes Riley’s cognitive/academic abilities does not describe what he can do or who he is. Some
individuals with extremely high IQ’s may be unable to function on a daily basis
due to a variety of limitations in other areas of major life activities. Conversely some
individuals with lower IQ’s, with proper supports, are able to function and live independently. So what does the number mean for us?
In the
DSM-IV (page 43; paragraph 318.0) Moderate
Intellectual Disabilities is described, in part, as follows:
"Most
of the individuals with this level of Mental Retardation acquire communication
skills during early childhood years. They profit from vocational training and,
with moderate supervision, can attend to their personal care. They can also
benefit from training in social and occupational skills but are unlikely to
progress beyond the second-grade level in academic subjects. They may learn to
travel independently in familiar places. During adolescence, their difficulties
in recognizing social conventions may interfere in peer relationships. In their
adult years, the majority are able to perform unskilled or semi-skilled work
under supervision in sheltered workshops or in the general workforce. They
adapt well to life in the community, usually in supervised settings."
Yup...I would say that is a fairly accurate description in R's case. In Riley’s latest assessment
report (September 2012) it was written: “He has well developed rote skills and is
able to read words and spell within the low end of the average range.” and “…so much
potential and sparks (good rote skills).” Low end of the average range. That
statement? Music to my ears. There is so
much more to these assessments than just a “score”. There are so many other factors that I do not have the knowledge or expertise to explain so I
won’t even try.
So where does that leave us? For some individuals
like Riley the number is not a
concrete number. His wide range of abilities make it difficult to assign a
single number as his IQ. Overall his number is somewhere between 45-53. While
this number was a little
disheartening to hear, I needed to keep reminding myself that it was indeed only a number.
The number does not define who Riley is or where he will be in the future.
So we will keep plugging away as we enter this next stage of Riley World.
In the meantime I will file away Riley’s latest
report with all the others and only bring it out when I need to. For now the waters are calm and we are getting ready to celebrate Riley's graduation from high school in June. Pretty sure I will be in the fetal position cowering under the bed by the end of July.
