Mental Retardation

1
Mental Retardation

• SPED 300

2
Mild Mental Retardation

• IQ scores between 55 to 70
• Need only intermittent to limited support
• Typically do not look different from their
  non-disabled peers
• Academic function may be the only noticeable area
  of disability
• Often not identified until entering school
• Case study John

3
Moderate to Severe Mental Retardation

• IQ scores between 35 to 54 moderate
• IQ scores between 20-34 severe
• Need limited to extensive supports
• Likely to have recognizable syndrome such as
  Down Syndrome
• Significant developmental delays
• Typically identified as infants or toddlers
• Limited adult independence

4
Moderate to Severe Mental Retardation

• Group homes or semi-independent living situations
• Family counseling and respite care if continue
  living with family
• Oftentimes work will be in sheltered workshops,
  with payment matching productivity
• Case study Mary

5
Profound Mental Retardation

• IQ scores below 20
• Need services at the pervasive level, typically
  throughout their lives
• Likely to have multiple disabilities, especially
  in areas of mobility and communication
• Some live in institutions but most live in group
  homes
• Case study Ronald

6
Inclusionary Tactics

• Team approach with roles assigned through IEP
• Direct Instruction
• Model the concept
• Provide structured practice
• Give ample feedback
• Opportunities for guided and independent practice

7
Inclusionary Tactics

• Task Variation
• Previously learned tasks are interspersed with
  those that have been recently mastered
• Computer-Assisted Instruction
• Used in combination with teacher-directed
  instruction
• Provides guided and independent practice

8
Inclusionary Tactics

• Cooperative learning groups
• Peer tutoring
• Lecture-Pause approach
• 6-8 minutes of lecture
• 2-4 minute pauses to discuss lecture and share
  notes in small groups

9
Inclusionary Tactics

• Paraprofessional in the classroom
• Flexible learning objectives
• Provide concrete, not abstract, examples
• Integrate daily living skills (e.g., use of
  deodorant after gym class)

10
Summary

• Education used to be in separate classrooms and
  schools
• Now 90 attend regular schools and about
  one-third spend 40 of the school day in
  mainstream classrooms
• Even those with severe or profound MR may be
  included in regular classrooms for a least part
  of the day