Which statement best describes the characteristics of a student with severe intellectual disability?

Which statement best describes the characteristics of a student with severe intellectual disability?

• A. IQ around 50–70, slower in development but socially integrated
• B. IQ around 35–49, with noticeable speech and motor delays
• C. IQ around 20–34, considerable delays in social and language skills, needing daily supervision
• D. IQ less than 20, significant delays and close supervision

Answer: (C)

Understanding how intellectual disability levels map to required supports helps you see why this description fits best. Severe intellectual disability is typically associated with an IQ in the low 20s to mid-30s, along with substantial delays in social and language development. Students at this level usually need daily supervision and help with most activities. So, the statement that describes an IQ around 20–34, with considerable delays in social and language skills, and a need for daily supervision is the best match. Higher IQ ranges (like 50–70) describe milder forms where individuals often function with less intensive supports, while IQs in the 35–49 range indicate more significant deficits but not necessarily the daily, constant supervision seen at the severe end. An IQ under 20 points to profound disability, typically requiring around-the-clock supervision rather than daily supervision alone. In practice, teachers also consider adaptive functioning and independence, not just IQ, when planning supports.

Understanding how intellectual disability levels map to required supports helps you see why this description fits best. Severe intellectual disability is typically associated with an IQ in the low 20s to mid-30s, along with substantial delays in social and language development. Students at this level usually need daily supervision and help with most activities.

So, the statement that describes an IQ around 20–34, with considerable delays in social and language skills, and a need for daily supervision is the best match. Higher IQ ranges (like 50–70) describe milder forms where individuals often function with less intensive supports, while IQs in the 35–49 range indicate more significant deficits but not necessarily the daily, constant supervision seen at the severe end. An IQ under 20 points to profound disability, typically requiring around-the-clock supervision rather than daily supervision alone.

In practice, teachers also consider adaptive functioning and independence, not just IQ, when planning supports.