Impact of Trauma

People with ID experience trauma and trauma-based responses similar to those without ID. The forms of trauma most commonly experienced among people with ID include the following:

• Adverse life events: poverty, abuse/neglect
• Social: bullying, name-calling, and other forms of verbal abuse
• Restraint and seclusion
• Victimization, specifically during violent events and crimes
• Institutionalization, including foster care placements
• Abandonment/Isolation
• Loss of parent or caregiver

The impact of trauma exposure on individuals may lead to the following:

• Cognitive effects: memory problems that may include gaps in time or even gaps in one’s personal history; difficulties acquiring new skills or processing new information; poor verbal communication skills as a result of deficits in language development and abstract reasoning skills
• Physiological effects: stomachaches and headaches; nightmares or difficulties with sleep; regression of milestones (loss of acquired developmental skills); bed-wetting and soiling.
• Behavioral effects: aggressive externalizing behaviors; acting out in social situations such as screaming or crying excessively; irritable mood, sadness, and anxiety; verbally abusive behavior; fearful and avoidant of people or situations

Overall, supporting students with intellectual disabilities who have experienced trauma requires a holistic and collaborative approach that focuses on the student’s individual needs and strengths. Unfortunately, there is not yet enough research on how to best adapt current trauma treatments for individuals with ID; there is promise in various common interventions. Here are some strategies that may be helpful:

1. Create a safe and supportive environment: It is crucial to create a safe and supportive environment where students feel comfortable and can trust their teachers and caregivers. This can include creating a calming and structured classroom, using positive reinforcement, and building a positive relationship with the student.
2. Understand the student’s history and needs: It is essential to understand their history and needs, including any trauma they may have experienced. This may require working with the student’s family, caregivers, and other professionals to gather information and create a plan tailored to the student’s needs.
3. Use trauma-informed teaching strategies: Trauma-informed teaching strategies can support students with intellectual disabilities who have experienced trauma. This may include creating predictable routines and schedules, providing clear expectations, and using sensory activities to help students regulate their emotions.
4. Provide social-emotional support: Students with intellectual disabilities who have experienced trauma may benefit from social-emotional support such as counseling or therapy. This can help the student learn coping skills and develop healthy relationships with others.
5. Foster a sense of belonging: Students with intellectual disabilities who have experienced trauma may feel disconnected from their peers and community. It is vital to foster a sense of belonging by creating opportunities for students to connect with others through extracurricular activities or peer support groups.
6. Involve the student’s family and caregivers: Involving the student’s family and caregivers can be critical in supporting the student’s well-being. This can include providing information and resources, working collaboratively on the student’s plan, and providing ongoing support (Vanderbilt Kennedy Center for Excellence in Developmental Disabilities, n.d.).