Title: Introduction to Teaching Individuals with Mental Retardation
1Introduction to Teaching Individuals with Mental
Retardation
- NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS
2- CHILDREN WITH
- MENTAL RETARDATION
- AN OVERVIEW
- I. Definition
- II. Prevalence
- III. Levels of Intensities and Supports
- IV. Degrees of MR
- V. Causes of MR
- VI. Classroom Management Strategies
3I. Definition
- The Individuals with Disabilities Education Act
(IDEA) provides the following technical
definition for mental retardation - "Mental retardation means significantly
sub-average general intellectual functioning
existing concurrently with deficits in adaptive
behavior and manifested during the developmental
period, that adversely affects a child's
educational performance."
4I. Definition
- "General intellectual functioning" is typically
measured by an intelligence test. Persons with
mental retardation usually score 70 or below on
such tests (or at least 2 standard deviations
below the mean on the normal curve).
5I. Definition
- "Adaptive behavior" refers to a person's
adjustment to everyday life. It refers to an
individuals ability to meet social requirements
of his or her community that are appropriate for
his or her chronological age. It is an
indication of independence and social competency.
6I. Definition
- Children with mental retardation become adults
they do not remain "eternal children." They do
learn, but slowly, and with difficulty.
7II. Prevalence
- Research suggest that approximately 1-2 of the
general population has mental retardation (when
both intelligence and adaptive behavior measures
are used).
8II. Prevalence
- According to data reported to the U.S. Department
of Education, there are approximately 611,076
students ages 6-21 were classified as having
mental retardation and were provided services by
the public schools. - This figure represents approximately 2 of the
total school enrollment for that year
9II. Prevalence
- 11 of those students receiving special education
during the school year are classified as having
Mental Retardation - MR is one of the Big Four
10III. Levels and Intensities of Support
- AAMR is the American Association on Mental
Retardation - AAMRs 2002 definition is based on how much
Levels and Intensities of Support an individual
with MR needs
11III. Levels and Intensities of Support
- Supports are defined as the resources and
individual strategies necessary to promote the
development, education, interests, and personal
well being of a person with mental retardation. - Supports can be provided by a parent, friend,
teacher, psychologist, and doctor or by any
appropriate person or agency.
124 Levels of Intensities and Supports
- The 4 Levels of Intensities and Supports (from
least to most intensive and supportive) - 1. Intermittent
- 2. Limited
- 3. Extensive
- 4. Pervasive
131. Intermittent Support
- Intermittent Support- Support is not always
needed. It is provided on an "as needed" basis
and is most likely to be required at life
transitions (e.g. moving from school to work).
142. Limited Support
- Limited Support - Consistent support is
required, though not on a daily basis. The
support needed is of a non-intensive nature.
153. Extensive Support
- Extensive Support - Regular, daily support is
required in at least some environments (e.g.
daily home-living support).
164. Pervasive Support
- Pervasive Support - Daily extensive support,
perhaps of a life-sustaining nature, is required
in multiple environments.
17IV. Four (4) Degrees of MR
- Mental retardation may also be broken down into
4 sub-categories (Degrees) - 1. Mild
- 2. Moderate
- 3. Severe
- 4. Profound
- This categorization is not as widely accepted as
the AAMR definition
181. Mild MR
- IQ 55-69
- Make up 85 of all MR cases
- Can read up to 7th grade level
- Require some supervision and support
- Will require special education services
- Can be in regular school with special ed.
services - Considered educable
- Can get jobs later in life and be relatively
independent
192. Moderate MR
- IQ 35-54
- Considered trainable
- Make up 10 of all MR cases
- Need a very structured classroom
environment-Normally taught in self-contained
classrooms
- Will need more supervision later in life
- Can get jobs but will be very basic semi-skilled
ones - Difficulties with gross and fine motor
coordination
203. Severe MR
-
- IQ 20-34
- Make up about 3 of MR population
- Goal is to teach daily living skills and survival
skills - Will most likely have to live in a group home or
special school
214. Profound MR
- Severe problems in all areas of what was
discussed w/re to Severe MR - Will need constant supervision
- Have limited, if any speech
- IQ less than 20
22V. Causes of MR
- MR can be caused by any condition which
impairs development of the brain before birth,
during birth or in the childhood years. - Several hundred causes have been discovered,
but in about one-third of the people affected,
the cause remains unknown.
23V. Causes of MR
- Prenatal-Occurring before birth
- Perinatal-Occurring during birth process
- Postnatal-Occurring after birth
24Prenatal Genetic Causes of MR
- These result from abnormality of genes inherited
from parents, errors when genes combine, or from
other disorders of the genes caused during
pregnancy by infections, overexposure to x-rays
and other factors.
25Prenatal Genetic Causes of MR
- 1. Down Syndrome
- 2. Phenylketonuria
- 3. Fragile X Syndrome
261. Down Syndrome
- Down syndrome is an example of a chromosomal
disorder. Chromosomal disorders happen
sporadically and are caused by too many or too
few chromosomes, or by a change in structure of a
chromosome. - Trisomy 21-Extra chromosome on 21
- We have 23 pairs 46 DS 47 (3 on 21).
- Older women are, greater the likelihood of Downs
Syndrome child.
272. Phenylketonuria (PKU)
- Phenylketonuria (PKU)- A genetic disorder whereby
the child is not able to break down an amino
acid, phenylalanine (found in many common
foods)-Failure to break down phenylalanine can
lead to brain damage
283. Fragile X Syndrome
- Fragile X syndrome- a single gene disorder
located on the X chromosome and is the leading
inherited cause of mental retardation. - Males XY and Females are XX. The most common
inherited cause of MR. - CGG sequence in normal DNA occurs less than 50
times. In those with Fragile X it occurs more
than 200 times. - More common in boys-They only have one X, so if
the X is fragile, none other to compensate.
29Problems During Pregnancy
- Use of alcohol or drugs by the pregnant mother
can cause mental retardation. - Fetal Alcohol Syndrome (FAS)-Occurs when the
mothers excessive alcohol use during pregnancy
has toxic effects on the fetus, including
physical defects and developmental delays - Recent research has implicated smoking in
increasing the risk of mental retardation. - Crack baby issues
30Postnatal Issues
- Illnesses Childhood diseases such as chicken
pox, measles, and any disease which may lead to
meningitis can damage the brain, as can accidents
such as a blow to the head or near drowning. - Toxins Lead, mercury and other environmental
toxins can cause irreparable damage to the brain
and nervous system.
31Postnatal Issues
- Poverty and cultural deprivation - Children in
poor families may become mentally retarded
because of - Malnutrition
- Disease-producing conditions
- Inadequate medical care
- Environmental health hazards
32Postnatal Issues
- Also, children in disadvantaged areas may be
deprived of many common cultural and day-to-day
experiences provided to other youngsters. - Research suggests that such under-stimulation can
result in irreversible damage and can serve as a
cause of mental retardation.
33VI. Classroom Management Strategies
- Allow for many breaks throughout the school day.
Children with MR may require time to relax and
unwind. Performing tasks will entail using more
energy on their part and you must therefore allow
them to take many breaks over the course of the
school day.
34VI. Classroom Management Strategies
- Always speak directly to the child so he can see
you-Never speak with your back to him. The child
with MR needs direct contact, and if your back is
turned, he may not know that the attention you
are giving him is actually being directed at him.
35VI. Classroom Management Strategies
- Assign jobs in the classroom for the child so
that he can feel success and accomplishment. Give
him ones that you know he can succeed at and feel
good about (i.e. erasing the blackboards).
36VI. Classroom Management Strategies
- Monitor the childs diet. Some children with MR
are on very strict diets. During snack time or
lunchtime, be sure you know what the child is and
is not allowed to eat. Children will have a
tendency to swap lunches or snacks and in this
case it might be harmful if you are not alert to
what is happening.
37VI. Classroom Management Strategies
- Build a foundation of success by providing a
series of short and simple assignments. In this
way, the child can gain a sense of confidence and
success.
38VI. Classroom Management Strategies
- Encourage interaction with children without
disabilities.
39VI. Classroom Management Strategies
- Have the child be part of a team that takes care
of the class pets or some other class activity.
Calling it a team will make the child feel more
connected.
40VI. Classroom Management Strategies
- Provide the child with some simple job that
requires the other students to go to him. For
example, place him in charge of attendance and
have him check off the children when they report
in.