Academic Achievement

Introduction One of the most important aspects of human resource development is Education and Poor school achievement results in not only child having a low self-esteem, but also results in more stress to the parents so that , early school success is obviously related to later success and health. having optimal child health and development increases the likelihood of school success and is important not only for children's immediate outcomes, but also for their future . poor school performance is a final common pathway that may result from different causes. It is a symptom that takes many different presentations. It may be belongs to an area of function or it may affect many functions . It may have multiple ways of expression and may be

academic achievement has become the key element for judgment of the personal progress. Parents hope that their children performance will develop to a high level as possible. This hope for a high level of achievement may lead to more pressures on students, teachers, schools and in general the education system itself. In fact, it appears as if the academic achievement of students is the main goal that whole system of education revolves around, although other different outcomes should be also expected from the system. So more time and effort of the schools are used for helping students to achieve better. The importance of scholastic and academic achievement has raised important questions for educational and medical researchers. What factors promote achievement in students ? How far do the different factors contribute towards academic achievement

The AAMR classification system focuses on the capabilities of the retarded individual rather than on the limitations. The categories describe the level of support required. They are : intermittent support ,limited support, extensive support, and pervasive support. To some extent , the AAMR classification mirrors the DSMIV classification .Intermittent support, for example ,is support needed only occasionally ,perhaps during times of stress or crisis .It is the type of support typically required for most mildly retarded individuals. At the other end of the spectrum , pervasive support ,or life-long ,daily support for most adaptive areas , would be required for profoundly retarded individuals.

Another widely used authoritative definition of intellectual disability is that of the American Association of Intellectual and Developmental Disabilities (AAIDD). It defines intellectual disability as a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior, which covers many everyday social and practical skills, and originates before the age of 18. All three principal components of the definition (impaired intellect, adaptive skills, and age) must be present before the diagnosis may be