Still Growing: How People with Developmental Disabilities Can Build Skills and Learn New Things

There is a common misconception that developmental disabilities permanently cap a person’s capacity to learn or develop. In truth, people with developmental and intellectual disabilities (ID/DD) can, do, and should continue to learn throughout life—if given the right supports, opportunities, and environments. This post explores what research tells us about learning with developmental disabilities and offers practical ideas for how skill building can happen in meaningful, respectful, and effective ways.

What the Research Says

• Science education gains: In a study in the UK using the Early Science curriculum, students with moderate to severe developmental disabilities showed measurable improvements in science knowledge over just six weeks, when the teaching was structured and adapted for their needs (nasenjournals.onlinelibrary.wiley.com).
  

• Reading instruction: Learners with intellectual and developmental disabilities (such as Down syndrome, autism) benefit from complex reading instruction that includes phonics, vocabulary, and comprehension—not just sight‐word reading (news.stanford.edu)
  

• Self-management for work skills: A systematic review found that people with ID/DD who receive self-management interventions (strategies to monitor and control their own behavior, transitions, task completions, etc.) often improve on key vocational skills like initiating tasks, completing them, and managing transitions independently (pubmed.ncbi.nlm.nih.gov).
  

• Community-based rehabilitation and inclusive training: The Community-Based Rehabilitation (CBR) framework shows that inclusive training (i.e., training together with non-disabled peers when possible), business skills training, and removing environmental or structural barriers (transport, accessibility, accommodations) increase participation and outcomes (ncbi.nlm.nih.gov).
  

These findings challenge the idea that learning stops or becomes irrelevant past a certain age or disability level. They also show the importance of adapting instruction, giving time and support, and focusing on meaningful skills.

Key Principles for Effective Learning

To build skills in people with developmental disabilities, several principles recur across studies and practice:

1. Individualization
   Tailor learning to the person’s strengths, preferences, pace, and learning style. What works for one may not work for another.
   

2. Structured and scaffolded instruction
   Break tasks into smaller steps; provide support (prompting, modeling) that tapers off as competence grows.
   

3. Repetition, consistency, and practice
   Learning often requires more time and repeated exposure. Frequent, consistent practice helps solidify new skills.
   

4. Adaptive supports and assistive technology
   Use tools like Augmentative and Alternative Communication (AAC), visual supports, adapted tasks, or technologies that reduce barriers and amplify strengths.
   

5. Real-world relevance
   Learning is more meaningful when tied to daily life, real goals (work, community participation, self-care), and when the person has ownership or choice in what and how they learn.
   

6. Social learning, peer interaction, inclusion
   Opportunities to learn with others, to observe, imitate, collaborate, and be exposed to normative expectations and supports help in growth.
   

7. Patience, positivity, and feedback
   Encourage effort, celebrate progress, provide clear feedback, and allow for mistakes. A positive environment supports motivation and resilience.

Practical Strategies

Here are concrete ways people with developmental disabilities can build new skills—whether life, work, social, or academic skills.

Daily Living Skills

Routines for hygiene, cooking, money management; use of task charts; hands-on practice; progressively increasing independence.

Vocational / Work Skills

Supported employment; volunteer roles; self-management of tasks; job coaching with fading support; exposure to real work settings.

Academic / Learning

Adapted curricula (e.g. Early Science); reading programs with phonics & comprehension; use of multisensory materials; small-group or one-on-one instruction.

Communication

AAC tools; visual schedules; social stories; programs that explicitly teach language or communication in meaningful settings.

Social Skills / Participation

Group activities (arts, sports, clubs); peer mentoring; social skills training; community inclusion events.

Using Technology

Training on technology for communication, for independent tasks; use of adaptive or accessible devices; software that adapts to user needs.

Overcoming Common Barriers

Learning for people with developmental disabilities is often possible, but it’s not always easy—there are systemic, personal, and environmental barriers. Here are some and how to address them:

Lack of access to adapted instruction / inclusive settings

Advocate for inclusive schooling/training; work with service providers that offer adapted curricula; use remote or online options if geographic access is limited.

Insufficient or poorly trained support staff

Invest in professional development; utilize mentors, peer supports; ensure consistency of staff.

Limited resources / funding

Seek grants; use community partnerships; prioritize low-cost assistive supports; use existing community resources.

Low expectations / stigma

Promote awareness; show examples of success; involve individuals in setting goals; build self-advocacy.

Communication challenges

Use AAC and visual supports; adapt teaching styles; allow non-verbal or alternative forms of responses; be patient and creative.

What You Can Do: Tips for Supporters

If you’re a family member, caregiver, teacher, therapist, or friend, here are some steps to help someone with a developmental disability continue to grow and learn:

1. Ask: what goals do they have? What matters to them (independence, job, hobby, friendships)? Learning is more powerful when aligned with personal meaning.
   

2. Set realistic but stretch goals: Enough challenge that growth happens, but not so much that frustration or failure dominate.
   

3. Use frequent small successes: Celebrate incremental progress to build confidence.
   

4. Integrate learning into daily routines rather than isolating “lessons.” For example, cooking dinner can teach math (measuring) and reading (recipes), not just manual or life skills.
   

5. Provide supports to fade over time: Start with high support (fully guided), then gradually reduce as the learner becomes more capable.
   

6. Make learning fun and engaging: Use interests, games, arts, music, technology. When someone enjoys the process, motivation stays higher.
   

7. Monitor & adapt: Pay attention to what’s working, what isn’t. Be ready to change tools, pace, or methods.

Conclusion

People with developmental disabilities absolutely can and do build skills and learn new things, often in ways that surprise and inspire those around them. The key is not to assume a limit, but to provide support that is adaptive, meaningful, empowering, respectful, and rooted in best practices.

When we believe in potential, invest in opportunity, and partner with the person in question, growth continues. Learning doesn’t stop—it evolves.