Mild Intellectual Disability in a School-Aged Child: A Case Report Highlighting Developmental, Adaptive, and Educational Challenges

Intellectual Disability (ID) is a neurodevelopmental condition characterized by significant limitations in intellectual functioning and adaptive behavior, with onset during the developmental period. Early identification and intervention are crucial for improving functional outcomes and quality of life. This paper presents a detailed case report of an 8-year-old boy diagnosed with Mild Intellectual Disability, who was evaluated at a child neurodevelopmental and rehabilitation center in India. The child was referred for a psychodiagnostics assessment due to concerns of delayed speech, significant learning difficulties, poor academic performance, and deficits in adaptive self-care skills. The comprehensive assessment included developmental history, clinical observation, and standardized psychological tools such as the Developmental Screening Test (DST) and Vineland Social Maturity Scale (VSMS). The results revealed a Developmental Quotient of 64 and a Social Quotient of 67.70, consistent with Mild Intellectual Disability. The child exhibited marked delays in cognitive, language, academic, and adaptive functioning, particularly in self-direction, socialization, and independent living skills. This case underscores the importance of early multidisciplinary assessment, individualized special education, speech and language interventions, and family counseling. This report contributes to the existing literature by illustrating the real-world clinical presentation and management planning for mild intellectual disability in a school-aged child within the Indian context.