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Disability Category: Mental Retardation Definition (IDEA): Students with mental retardation have a general intelligence sub average, impaired adaptive behavior, and their developmental period is before the age 18.Other definitions: Mental retardation is a disability characterized by substantial limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills.Mental retardation: Mental retardation is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with mental retardation may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. Incidence: 3/100 Americans are mentally retarded. 11% of students in special ed are mentally retarded. It actually has decreased by 37% since 1975. Nearly 613,000 students; ages 6-21 have some level of mental retardation.Indicators/characteristics: Some indicators of mental retardation are: learn to talk later, learn to crawl or walk later, not understand how to pay for things, have trouble understanding social rules, have trouble seeing consequences for their actions, and have problems thinking logically.Some characteristics of mental retardation are: cognitive delay, limited motor skills (fine and gross), memory problems (long and short), poor generalization, poor transfer of skills to new situations, shorter attention span, and a slower rate of learning. About 87% of students with mental retardation will only be a little slower than average when learning new skills and information. The remaining 13% score below 50 on IQ tests. Academic needs: Students with mental retardation usually need more repetition and active involvement in their learning process. Task analysis should be performed and only the critical information should be taught. There should be accommodations to their motor difficulties. Realistic meaningful instruction and teaching in the setting where the skill will be used is helpful for their learning.
Behavioral needs: Students with mental retardation typically have more behavior problems than their general ed peers. This could be because of their slower rate of learning or a low tolerance for frustration of many students with mental retardation.Social needs: Students with mental retardation may be rejected or ignored by their peers because they are lacking social skills. This may make it difficult for mentally retarded students to establish interpersonal relationships. Their social skills are not well developed and may act at a younger age then they are.Physical needs: Some mental retarded students excel in the physical area, but most have problems with motor skills. They perform less well than their peers in tasks that require agility, coordination, strength, and dexterity. Hearing and visual problems occur more frequently.Assessment procedures: When mental retardation is suspected, the multidisciplinary team meets and prepares an assessment plan. The student’s academic achievement is measured to determine if there is an educational problem. This is measured by the PIAT-R/NU or the WJ III.Another important step is the determination of the student’s general ability level by the WISC-IV, which indicates current functioning within the below average range. Another assessment is adaptive behavior, measured by the AAMR and the SIB-R. If a student is found to perform below age expectations in academic achievement, general intellectual ability, and adaptive behavior, the multidisciplinary team may decide that the student is eligible for special education service. A service called the BRIGANCE inventories allow teachers to determine with skills have been mastered and which ones still need to be taught. Special services: Special education services can be provided by the resource teacher, or the teacher of a special class. Other special service can be provided by the speech-language clinician and the adapted physical education teacher. Students with mental retardation are included in general education programs to the maximum extent appropriate.Most frequent educational settings: When a student is mildly mentally retarded they are usually in the general education classroom and the resource room. Moderate mentally retarded students are in a self-contained classroom with mainstreaming. Severe and profound students are in special classes or schools.
Classroom adaptations: Habilitation is a major approach to the education of mentally retarded students. The instruction is directed toward the development and knowledge of the skills necessary for a successful adulthood. Habilitation is process of becoming capable. This means the achievement of skills that are important in daily life, citizenship, and a future career.Transition and career education services are the, "totality of experiences through which one learns to live a meaningful satisfying work life." Teaching strategies/techniques/approaches: Academic instruction is adapted to special needs by providing prompts, giving additional instruction, and allowing extra guided practice. For students who learn slowly, computers could be a useful tool and could provide the knowledge of skills they may need in the future.Curriculum for mentally retarded students focuses on daily life skills. This must go beyond textbooks and work pages. A good strategy is to teach in the setting where the skill will be used. Unit approach is the instruction in several basic skill areas that is integrated around a central theme of interest and value to the students. Functional Practice activities are activities that relate to daily life problems. A good way to practice reading for younger students is to read common signs, newspapers, food menus, class schedules, and directions. When practicing handwriting they can make a shopping list, write a note, write an email, complete a job application, write a business letter, or write down a telephone message. Websites: www.nichcy.org www.thearc.org www.aamer.org www.dddcec.org Professional organizations: The Arc Special Olympics The American Association on Mental Retardation Division on Developmental Disabilities Parent organizations: Parents Helping Parents DREAMMS for Kids |
