Intellectual disability significantly influences the way children develop concepts, which are the mental representations that help them understand, organize, and interpret the world around them. Concept development involves forming ideas about objects, people, events, relationships, and abstract notions such as time, number, and cause and effect. In children with intellectual disability, limitations in intellectual functioning and adaptive behavior affect the pace, depth, and quality of concept formation, leading to distinctive patterns of learning that require individualized educational approaches. One of the most prominent impacts of intellectual disability on concept development is the slower rate of cognitive growth. Children with intellectual disability often take more time to grasp basic concepts such as size, shape, color, quantity, and spatial relationships. While typically developing children may acquire these concepts incidentally through everyday experiences, children with intellectual disability usually need repeated, structured, and explicit instruction. Their learning is often concrete-bound, meaning they understand best when concepts are tied to direct sensory experiences rather than verbal explanations alone. Another important aspect is difficulty with abstraction and generalization. Concept development requires the ability to identify common features across different situations and apply learned knowledge to new contexts. Children with intellectual disability may learn a concept in one specific setting but struggle to transfer it to another. For example, a child may understand the concept of “big” and “small” when comparing toys in the classroom but may not apply the same understanding when comparing fruits at home. This limitation in generalization affects academic concepts such as mathematics and language, as well as social concepts like rules and norms. Memory limitations also play a crucial role in shaping concept development. Many children with intellectual disability experience challenges with short-term memory, working memory, and information retention. As a result, they may forget previously learned concepts or have difficulty building upon earlier knowledge. Since concept development is cumulative in nature, gaps in memory can disrupt the learning sequence, making it