Intellectual disability in the context of Developmental neuroscience

Rape is a type of sexual assault involving sexual intercourse, or other forms of sexual penetration, carried out against a person without their consent. The act may be carried out by physical force, coercion, abuse of authority, or against a person who is incapable of giving valid consent, such as one who is unconscious, incapacitated, has an intellectual disability, or is below the legal age of consent (statutory rape). The wrongness of the rape is not merely or, on many occasions even primarily, the violence against the body of the victim but the violence against the very person of the victim. The term rape is sometimes casually used interchangeably with the term sexual assault.

The rate of reporting, prosecuting and convicting for rape varies between jurisdictions. Internationally, the incidence of rapes recorded by the police during 2008 ranged, per 100,000 people, from 0.2 in Azerbaijan to 92.9 in Botswana with 6.3 in Lithuania as the median. Worldwide, reported instances of sexual violence, including rape, are primarily committed by males against females. Rape by strangers is usually less common than rape by people the victim knows, and male-on-male prison rapes are common and may be the least reported forms of rape.

Neurotoxins are toxins that are destructive to nerve tissue (causing neurotoxicity). Neurotoxins are an extensive class of exogenous chemical neurological insults that can adversely affect function in both developing and mature nervous tissue. The term can also be used to classify endogenous compounds, which, when abnormally contacted, can prove neurologically toxic. Though neurotoxins are often neurologically destructive, their ability to specifically target neural components is important in the study of nervous systems. Common examples of neurotoxins include lead, ethanol (drinking alcohol), glutamate, nitric oxide, botulinum toxin (e.g. Botox), tetanus toxin, and tetrodotoxin. Some substances such as nitric oxide and glutamate are in fact essential for proper function of the body and only exert neurotoxic effects at excessive concentrations.

Neurotoxins inhibit neuron control over ion concentrations across the cell membrane, or communication between neurons across a synapse. Local pathology of neurotoxin exposure often includes neuron excitotoxicity or apoptosis but can also include glial cell damage. Macroscopic manifestations of neurotoxin exposure can include widespread central nervous system damage such as intellectual disability, persistent memory impairments, epilepsy, and dementia. Additionally, neurotoxin-mediated peripheral nervous system damage such as neuropathy or myopathy is common. Support has been shown for a number of treatments aimed at attenuating neurotoxin-mediated injury, such as antioxidant and antitoxin administration.

An intelligence quotient (IQ) is a total score derived from a set of standardized tests or subtests designed to assess human intelligence. Originally, IQ was a score obtained by dividing a person's estimated mental age, obtained by administering an intelligence test, by the person's chronological age. The resulting fraction (quotient) was multiplied by 100 to obtain the IQ score. For modern IQ tests, the raw score is transformed to a normal distribution with mean 100 and standard deviation 15. This results in approximately two-thirds of the population scoring between IQ 85 and IQ 115 and about 2 percent each above 130 and below 70.

Scores from intelligence tests are estimates of intelligence. Unlike quantities such as distance and mass, a concrete measure of intelligence cannot be achieved given the abstract nature of the concept of "intelligence". IQ scores have been shown to be associated with factors such as nutrition, parental socioeconomic status, morbidity and mortality, parental social status, and perinatal environment. While the heritability of IQ has been studied for nearly a century, there is still debate over the significance of heritability estimates and the mechanisms of inheritance. The best estimates for heritability range from 40 to 60% of the variance between individuals in IQ being explained by genetics.

Iodine is a chemical element; it has symbol I and atomic number 53. The heaviest of the stable halogens, it exists at standard conditions as a semi-lustrous, non-metallic solid that melts to form a deep violet liquid at 114 °C (237 °F), and boils to a violet gas at 184 °C (363 °F). The element was discovered by the French chemist Bernard Courtois in 1811 and was named two years later by Joseph Louis Gay-Lussac, after the Ancient Greek Ιώδης, meaning 'violet'.

Iodine occurs in many oxidation states, including iodide (I), iodate (IO
₃), and the various periodate anions. As the heaviest essential mineral nutrient, iodine is required for the synthesis of thyroid hormones. Iodine deficiency affects about two billion people and is the leading preventable cause of intellectual disabilities.

Disability is the experience of any condition that makes it more difficult for a person to do certain activities or have equitable access within a given society. Disabilities may be cognitive, developmental, intellectual, mental, physical, sensory, or a combination of multiple factors. Disabilities can be present from birth or can be acquired during a person's lifetime. Historically, disabilities have only been recognized based on a narrow set of criteria—however, disabilities are not binary and can be present in unique characteristics depending on the individual. A disability may be readily visible, or invisible in nature.

The United Nations Convention on the Rights of Persons with Disabilities defines disability as including:

Learning disability, primary learning disorder, or learning difficulty (British English) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. Given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. Therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a possible lack of an ability to learn and possible negative stereotyping. In the United Kingdom, the term learning disability generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as learning difficulties.

While learning disability and learning disorder are often used interchangeably, they differ in many ways. Disorder refers to significant learning problems in an academic area. These problems, however, are not enough to warrant an official diagnosis. Learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech-language pathologist, or paediatrician). The difference is in the degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. When the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. Types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia).

A birth defect is an abnormal condition that is present at birth, regardless of its cause. Birth defects may result in disabilities that may be physical, intellectual, or developmental. The disabilities can range from mild to severe. Birth defects are divided into two main types: structural disorders in which problems are seen with the shape of a body part and functional disorders in which problems exist with how a body part works. Functional disorders include metabolic and degenerative disorders. Some birth defects include both structural and functional disorders.

Birth defects may result from genetic or chromosomal disorders, exposure to certain medications or chemicals, or certain infections during pregnancy. Risk factors include folate deficiency, drinking alcohol or smoking during pregnancy, poorly controlled diabetes, and a mother over the age of 35 years old. Many birth defects are believed to involve multiple factors. Birth defects may be visible at birth or diagnosed by screening tests. A number of defects can be detected before birth by different prenatal tests.

The 1992 Paralympic Winter Games (French: Jeux paralympiques d'hiver de 1992) were the fifth Winter Paralympics. They were the first Winter Paralympics to be celebrated with the International Olympic Committee cooperation. They were also the first ever Paralympics or a Winter Parasports event held in France. They were held at the resort of Tignes as a support venue of the main host city Albertville, France, from 25 March to 1 April 1992. For the first time, demonstration events in Alpine and Nordic Skiing for athletes with an intellectual disability and Biathlon for athletes with a visual impairment were held.

The Time of Troubles (Russian: Смутное время, romanized: Smutnoye vremya), also known as Smuta (Russian: Смута, lit. 'troubles'), was a period of political crisis in Russia which began in 1598 with the death of Feodor I, the last of the House of Rurik, and ended in 1613 with the accession of Michael I of the House of Romanov at the 1613 Zemsky Sobor.

It was a period of deep social crisis and lawlessness following the death of Feodor I, a weak and possibly intellectually disabled ruler who died without an heir. His death ended the Rurik dynasty, leading to a violent succession crisis with numerous usurpers and false Dmitrys (impostors) claiming the title of tsar. Russia experienced the famine of 1601–1603, which killed almost a third of the population, within three years of Feodor's death. Russia was also occupied by the Polish–Lithuanian Commonwealth during the Polish–Russian War and lost Smolensk.

A group home, congregate living facility, care home (the latter especially in British English and Australian English), adult family home, etc., is a structured and supervised residence model that provides assisted living as well as medical care for those with complex health needs. Traditionally, the model has been used for children or young people who cannot live with their families or afford their own homes, people with chronic disabilities who may be adults or seniors, or people with dementia and related aged illnesses. Typically, there are no more than six residents, and there is at least one trained caregiver there 24 hours a day. In some early "model programs", a house manager, night manager, weekend activity coordinator, and four part-time skill teachers were reported. Originally, the term group home referred to homes of 8 to 16 individuals, which was a state-mandated size during deinstitutionalization. Residential nursing facilities, also included in this article, may be as large as 100 individuals in 2015, which is no longer the case in fields such as intellectual and developmental disabilities. Depending on the severity of the condition requiring one to need to live in a group home, some clients are able to attend day programs and most clients are able to live normal lifestyles.

Autism, also known as autism spectrum disorder (ASD), is a condition characterized by differences or difficulties in social communication and interaction, a need or strong preference for predictability and routine, sensory processing differences, focused interests, and repetitive behaviors. Characteristics of autism are present from early childhood and the condition typically persists throughout life. Autism is classified as a neurodevelopmental disorder, and a formal diagnosis requires professional assessment that these characteristics cause significant challenges in daily life beyond what would be expected given a person's age and social environment. Because autism is a spectrum disorder, presentations vary and support needs range from minimal to the person being non-speaking or needing 24-hour care.

Autism diagnoses have risen since the 1990s, largely because of broader diagnostic criteria, greater awareness, and wider access to assessment. Changing social demands may also play a role. The World Health Organization estimates that about 1 in 100 children were diagnosed between 2012 and 2021, noting an increasing trend. Surveillance studies suggest a similar share of the adult population would meet diagnostic criteria if formally assessed. This rise has fueled anti-vaccine activists' disproven claim that vaccines cause autism, based on a fraudulent 1998 study that was later retracted. Autism is highly heritable and involves many genes, while environmental factors appear to play a smaller, mainly prenatal role. Boys are diagnosed several times more often than girls, and conditions such as anxiety, depression, attention deficit hyperactivity disorder (ADHD), epilepsy, and intellectual disability are more common among autistic people.

Lesch–Nyhan syndrome (LNS) is a rare inherited disorder caused by a deficiency of the enzyme hypoxanthine-guanine phosphoribosyltransferase (HGPRT). This deficiency occurs due to mutations in the HPRT1 gene located on the X chromosome. LNS affects about 1 in 380,000 live births. The disorder was first recognized and clinically characterized by American medical student Michael Lesch and his mentor, pediatrician William Nyhan, at Johns Hopkins.

The HGPRT deficiency causes a build-up of uric acid in all body fluids. The combination of increased synthesis and decreased utilization of purines leads to high levels of uric acid production. This results in both high levels of uric acid in the blood and urine, associated with severe gout and kidney problems. Neurological signs include poor muscle control and moderate intellectual disability. These complications usually appear in the first year of life. Beginning in the second year of life, a particularly striking feature of LNS is self-mutilating behaviors, characterized by lip and finger biting. Neurological symptoms include facial grimacing, involuntary writhing, and repetitive movements of the arms and legs similar to those seen in Huntington's disease. The cause of the neurological abnormalities remains unknown. Because a lack of HGPRT causes the body to poorly utilize vitamin B₁₂, some males may develop megaloblastic anemia.

Special education (also known as special-needs education, aided education, alternative provision, exceptional student education, special ed., SDC, and SPED) is the practice of educating students in a way that accommodates their individual differences, disabilities, and special needs. This involves the individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, and accessible settings. These interventions are designed to help individuals with special needs achieve a higher level of personal self-sufficiency and success in school and in their community, which may not be available if the student were only given access to a typical classroom education.

Special education aims to provide accommodated education for students with disabilities such as learning disabilities, learning difficulties (such as dyslexia), communication disorders, emotional and behavioral disorders, physical disabilities (such as osteogenesis imperfecta, down syndrome, lissencephaly, Sanfilippo syndrome, and muscular dystrophy), developmental disabilities (such as autism spectrum disorder, and intellectual disabilities) and other disabilities. Students with disabilities are likely to benefit from additional educational services such as different approaches to teaching, the use of technology, a specifically adapted teaching area, a resource room, or a separate classroom.

Neurodevelopmental disorders are a group of mental conditions negatively affecting the development of the nervous system, which includes the brain and spinal cord. According to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) published in 2013, these conditions generally appear in early childhood, usually before children start school, and can persist into adulthood. The key characteristic of all these disorders is that they negatively impact a person's functioning in one or more domains of life (personal, social, academic, occupational) depending on the disorder and deficits it has caused. All of these disorders and their levels of impairment exist on a spectrum, and affected individuals can experience varying degrees of symptoms and deficits, despite having the same diagnosis.

The DSM-5 classifies neurodevelopmental disorders into six overarching groups: intellectual, communication, autism, attention deficit hyperactivity, motor, and specific learning disorders. Often one disorder is accompanied by another.

An idiot, in modern use, is a stupid or foolish person. "Idiot" was formerly a technical term in legal and psychiatric contexts for some kinds of profound intellectual disability where the mental age is two years or less, and the person cannot guard themself against common physical dangers. The term was gradually replaced by "profound mental retardation", which has since been replaced by other terms. Along with terms like moron, imbecile, retard and cretin, its use to describe people with mental disabilities is considered archaic and offensive. Moral idiocy refers to a moral disability.

Atkins v. Virginia, 536 U.S. 304 (2002), is a case in which the Supreme Court of the United States ruled 6–3 that executing people with intellectual disabilities violates the Eighth Amendment's ban on cruel and unusual punishments, but that states can define who has an intellectual disability. At the time Atkins was decided, 18 of the 38 death penalty states exempted mentally disabled offenders from the death penalty.

Twelve years later in Hall v. Florida the U.S. Supreme Court narrowed the discretion under which U.S. states can designate an individual convicted of murder as too intellectually incapacitated to be executed.

In common law jurisdictions, statutory rape is nonforcible sexual activity in which one of the individuals is below the age of consent (the age required to legally consent to the behaviour). Although it usually refers to adults engaging in sexual contact with minors under the age of consent, it is a generic term, and very few jurisdictions use the actual term statutory rape in the language of statutes. In statutory rape, overt force or threat is usually not present. Statutory rape laws presume coercion because a minor or mentally disabled adult is legally incapable of giving consent to the act.

Different jurisdictions use many different statutory terms for the crime, such as sexual assault, rape of a child, corruption of a minor, unlawful sex with a minor, carnal knowledge of a minor, sexual battery, or simply carnal knowledge. The terms child sexual abuse or child molestation may also be used, but statutory rape generally refers to sex between an adult and a minor past the age of puberty, and may therefore be distinguished from child sexual abuse. Sexual relations with a prepubescent child is typically treated as a more serious crime.