Efficiency of Speech and Language Therapy in Facilitating Higher Education in Adults with Intellectual Disability: A Case Study

Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, practical adaptive skills and manifests during the early developmental period (AAIDD, 2010). Communication difficulties are a significant risk factor in this population predominantly reducing access to education, employment and social integration. Speech and language therapy maximizes the participation and independence of individuals with intellectual disability as they experience life transitions that place new demands on communication. The present case study aimed to view the efficiency of speech and language therapy in facilitating higher inclusive education in adults with intellectual disability. A 26year old female with mild ID underwent assessment and speech and language therapy to develop a communicative capacity to be autonomous, self-determined and to exercise control over higher education and their lives. The results showed enhanced output of oral language and overall communication skills which are important factors of higher education. Adults with intellectual disability should have access to intervention strategies across their lifespan such as during transitions, or when external communication barriers arise. Key words: Intellectual disability; communication; speech and language therapy; oral language