This article provides an overview of the multifaceted field of working with children with intellectual disabilities, highlighting the importance of individualized approaches, inclusive environments, and evidence-based interventions. It explores the diverse needs and strengths of this population, emphasizing the crucial role of family involvement, professional collaboration, and ongoing research in supporting their optimal development and well-being.

Intellectual Disabilities, Developmental Disabilities, Inclusive Education, Individualized Education Programs (IEPs), Assistive Technology, Family-Centered Care, Early Intervention, Positive Behavior Supports, Transition Services, Advocacy, Research, Best Practices

Rosa's Law, Pub. L. 111-256, 124 Stat. 2643 (2010)

Ansberry, Clare (20 November 2010). "Erasing a Hurtful Label From The Books". The Wall Street Journal.

Kaneshiro, Neil K. (April 21, 2015), "Intellectual Disability", Medlineplus, U.S. National Library Of Medicine

Azatyan Tereza Yurevna, Piskun Olga Yuryevna Studying Spatial Orientation And Constructive Praxis Disorders In Normally Developing And Mentally Retarded Children Aged 8-11 Years // Вестник Нгпу. 2023. №1.

Azatyan Tereza Yurevna Influence Of Developmental Teaching Methods On The Regulation Of Nervous Functions In Children With Intellectual Disability And Interhemispheric Asymmetry Of The Brain // Вестник Нгпу. 2022. №3. Url: Https://Cyberleninka.Ru/Article/n/Influence-Of-Developmental-Teaching-Methods-On-The-Regulation-Of-Nervous-Functions-In-Children-With-Intellectual-Disability-And

Chereneva Elena A., Cherenev Dmitry V. The Genesis Of Formation Of Mentally Retarded Primary Schoolchildren’s Learning Motives // Журнал Сфу. Гуманитарные Науки. 2015. №11. Url: Https://Cyberleninka.Ru/Article/n/The-Genesis-Of-Formation-Of-Mentally-Retarded-Primary-Schoolchildren-s-Learning-Motives