Individuals may participate in Access to Achievement if they self-identify as having an intellectual or developmental disability. They do not have to necessarily specify a particular disability or produce documentation which formally diagnoses it. The process is voluntary and is based on the individual’s understanding and perception of their own disability.

What are intellectual and developmental disabilities?

“Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior. These conditions begin during the child’s developmental period, before the age of 22. They may impact day-to-day functioning, and usually last throughout a person’s lifetime. Most developmental disabilities begin before a baby’s born, but some can happen after birth because of injury, infection, or other factors.” Center for Disease Control and Prevention (cdc.gov)

Access to Achievement uses a functional definition of IDD which goes beyond simply measuring abilities and focuses instead on the practical application of adaptive skills in real-world contexts. It encompasses three main areas: “conceptual” which relates to skills such as communication, reading, writing and understanding concepts like money and time; “social” which focuses on interpersonal skills and social judgment; and “practical” which includes skills like daily living activities and vocational tasks. Using a functional approach to assessing an individual’s strengths and weaknesses encourages a more holistic approach which allows for the development of person-centered supports and interventions.