Abstract
Studying the definition and implication of intellectual disability through a sociocultural lens, highlights the obscurity and implication of social factors upon the terminology that has been used to label, classify and define intellectual disability and how this terminology has reflected society’s perspectives and understanding of the condition. The conceptualization of the term intellectual disability has significantly evolved over the last nineteenth, twentieth and twenty-first centuries due to changing labels, classifications and definitions and the specific terminology chosen to be utilized in general description, clinical settings, research and policy. Theoretical models of intellectual disability have also been proposed in the same notion, to further assist defining intellectual disability (ID) and assisting society in understanding intellectual disability. These models have further served to provide a conceptual foundation for society to use in assistance to adequately meet the needs of those with an intellectual disability, however, these models also provide insight of the pre-conceived attitudes and perspectives that have existed by those forming and/or applying these models. This paper will first examine the evolving perception of disability based upon terminology utilized to name, classify and describe “intellectual disability” in US medicine; dissect the role of terminology and language ideologies of terminology utilized in research and policy in response to cultural perception of intellectual disability in western society; and discuss how the use of terminology and the specific model of disability utilized specifically within western society and the US, continues to contribute to the marginalization and oppression of individuals with intellectual disability.