The changing interdisciplinary concepts and contexts of moderate to profound intellectual disability

Abstract

Our study overviews the concept of moderate to profound intellectual disability, starting from the past and moving from the present to the future. Concerning history, we revive the definitional efforts decisive in recent approaches and current dilemmas concerning the target group. Finally, we attempt to categorise Hungarian target group definitions according to the main approaches to disability. Finally, we will clarify the relationship between intellectual disability and learning disability concepts, primarily from the perspective of special education.

We can view the dissolution of classification systems through changes in conceptual approaches, the predominance of adaptive functions over intelligence quotient.

We emphasise the human rights model, which focuses on the importance and responsibility of the individual's community and social environment. That brings us to the crucial issue of social responsibility.

Looking ahead, we note that the human rights and needs-based approach has significantly impacted the development of discipline and education. This approach could be extended by the emergence of evidence-based practice and introducing a service-based system in Hungary.

The discipline has undergone a dynamic development over the past decades, which is not yet over. Therefore, we consider it relevant to summarise past and future developments in the processes that help orientate the diversity of expressions and interpretations.

Keywords: moderate to profound intellectual disability, intellectual disability, concepts, need for support, disability-approach models, classification