(c) allyn & bacon 2004copyright © allyn and bacon 2004 chapter eight teaching students with...

42
(c) Allyn & Bacon 2004 Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents are protected under copyright law. The following are prohibited by law: •any public performance or display, including transmission of any image over a network; •preparation of any derivative work, including the extraction, in whole or in part, of any images; •any rental, lease, or lending of the program.

Upload: roxanne-atkinson

Post on 19-Dec-2015

251 views

Category:

Documents


3 download

TRANSCRIPT

Page 1: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Chapter Eight

Teaching Students with

Mental Retardation

This multimedia product and its contents are protected under copyright law. The following are prohibited by law:

•any public performance or display, including transmission of any image over a network;

•preparation of any derivative work, including the extraction, in whole or in part, of any images;

•any rental, lease, or lending of the program.

Page 2: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Basic Concepts About Mental Retardation

Mental retardation is a term used to describe a level of functioning significantly below what is considered “average.”

Mental retardation is a generic term that represents a very diverse group of individuals.

Page 3: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

How Many Students AreIdentified as Mentally Retarded?

The U.S. Department of Education (2001) indicates that 1.15% of the school-age population is identified as mentally retarded.

There is substantial variation in prevalence rates of students with mental retardation: Highest Prevalence Rate: Alabama– 2.63% Lowest Prevalence Rate: California -- 0.48%

Page 4: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Terms Used to Describe Students with Mental Retardation

The term, “mental retardation,” is viewed as a negative label by many even though it replaced earlier, more negative labels.

Less negative terms used to describe this population are: Intellectually impaired Educationally disabled

Page 5: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

History of Mental Retardation

Many positive changes have occurred in the treatment of individuals with mental retardation in the late twentieth century. These changes include:

Movement away from restricted, sometimes abusive settings Positive shifts in public attitudes Improved services and supports

Page 6: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Common Components in Definitions of Mental Retardation

Significantly Below Average Intelligence

Adaptive Behavior

Developmental Period

Page 7: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

“Mental retardation refers to significantly subaverage intellectual functioning resulting in or associated with concurrent impairments in adaptive behaviorand manifested before the developmental period” (p. 11)

1983 AAMR Definition

Page 8: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Intellectual Functioning This part of the definition is intended as a broad

summation of cognitive abilities (e.g., capacity to learn, solve problems, think abstractly, etc.).

Operationally, it has been reduced to performance on an intelligence test.

“Significantly below average” in the AAMR definition is an upper level intelligence quotient of 70 to 75.

IQ alone is not sufficient for a diagnosis of mental retardation.

Page 9: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Adaptive Behavior

Adaptive behavior represents the degree to which the individual meets:

“the standards of maturation, learning, personal independence, and/or social responsibility that are expected for his or her age level and cultural group” (Grossman, 1983, p. 11).

Page 10: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Developmental Period

The developmental period typically is defined as the period of time between conception and 18 years of age.

Below-average intellectual functioning and impairments in adaptive behavior must appear during this period in order for an individual to be considered to have mental retardation.

Page 11: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

1992 AAMR Definition(Luckasson et al., 1992)

“Mental retardation refers to substantial limitations in present functioning. It is manifestedby significantly subaverage intellectual functioning,existing concurrently with related limitations in two or more of the following applicable adaptiveskill areas: communication, self-care, home-living,social skills, community use, self-direction, health and safety, functional academics, leisure,and work. Mental retardation begins before the age of 18.”

Page 12: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

2002 AAMR Definition(Luckasson et al., 2002)

“Mental retardation is a disability characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual,social, and practical adaptive skills. This disability originates before age 18. The following five assumptions are essential to the application of the stated definition of mental retardation…

Page 13: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Five Assumptions in the 2002 AAMR Definition Limitations in present functioning must be

considered within the context of community environments typical of the individual’s age peers and culture.

Valid assessment considers cultural and linguistic diversity as well as differences in communication, sensory, motor, and behavioral factors.

Within an individual, limitations often coexist with strengths.

An important purpose of describing limitations is to develop a profile of needed supports.

With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally will improve.

Page 14: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Historical Classification(Grossman, 1983)

Mild Mental Retardation

Moderate Mental Retardation

Severe Mental Retardation

Profound Mental Retardation

Page 15: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Archaic Terminology

“Educable” Mentally Retarded “Trainable” Mentally Retarded

These terms are inherently stereotypical

and prejudicial.

Page 16: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Classification by Levels of Support (Luckasson et al., 2002)

Classification is not derived from levels of disability or deficit, but rather from needed levels of support. This classification focuses on needs rather than

deficits.

“Supports are resources and strategies that

aim to promote the development, education,

interests, and personal well-being of a person and

that enhance individual functioning” (Luckasson et al., 2002, p. 151).

Page 17: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Levels of Support

Intermittent Support

Limited Support

Extensive Support

Pervasive Support

Page 18: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Trends in Prevalence Estimates

Today, 1.15% of school-age children are identified as mentally retarded. This figure represents a significant change from

earlier periods when the national school prevalence for mental retardation was about 3%.

Of those identified as mentally retarded, approximately 60% might be viewed as mildly retarded.

The remainder have more severe disabilities.

Page 19: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Students who are African American are 2.4 times more likely to be identified as having mild mental retardation than their non-African American peers.

This overrepresentation has been a controversial issue for many years in the field of mental retardation.

Overrepresentation

Page 20: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Causes of Mental

Retardation

There are hundreds of known causes

of mental retardation. In many cases,

however, the causes are unknown.

Page 21: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

General Characteristics

Gender (more boys are identified as mentally

retarded) Socioeconomic and Family Patterns

(a disproportionate number come from single parent families and low income homes)

Page 22: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Significant Learning Domains that are Problematic for Students with Mental Retardation

o Attentiono Use of

Mediational Strategies

o Memoryo Motivational

Considerations

o Language Development

o Academic Development

o Generalization Learning

o Cognitive Development

Page 23: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Identification, Assessment, and Eligibility

The challenges of accurate identification,

assessment, and eligibility criterion procedures

have been problematic in the field of mental of

mental retardation for many years.

Page 24: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Where are Students with Mental Retardation Educated?

Students with mental retardation are the individuals with disabilities least likely to have been included in general education classrooms.

During the 1998-1999 school year: 13.7% were served in regular classes for at least 79% of the

day 29.2% were served outside of regular classes between 21%

and 60% of the school day. 51% were placed in special education programs for at least

61% of the day. 5.9% were served in alternative settings.

The trend since 1992 has been toward an increase in general education and resource placements.

Page 25: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Transition Considerations

U.S. Department of Education (2001) exit data: 41.7% graduated with a diploma 22.2% graduated with a certificate of completion 4.7% “aged” out of education 5.8% returned to regular education. 0.78% died 12.5% moved and were not known to continue their education 24.9% dropped out

This means that about half of all students with mental retardation completed school with either a diploma or certificate

Page 26: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Post-School Outcomes

Of students with mental retardation who went through special education, less than half were working or involved in training programs

Only 21% were living independently 30 months after secondary school.

Page 27: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Factors that Influence Post-School Success

Ability to demonstrate personal and social behaviors appropriate to the workplace

Quality of transition programming

The challenges if the workplace of the future

Increased leisure time

Page 28: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Essential Features of Transition

Transition programs must start early and planning must be comprehensive.

Decisions must balance what is ideal with what is possible.

Active and meaningful student participation and family involvement is essential.

Supports are beneficial and used by everyone. Community-based instructional experiences have

a major impact on learning. The transition planning process should be

viewed as a capacity-building activity. Transition planning is needed by all students.

Page 29: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Primary Goals for Individuals with Mental Retardation

Productive Employment

Independence and Self-Sufficiency

Life Skills Competence

Opportunity to Participate Successfully within the School and Community

Page 30: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Teaching Employment Skills

Building students’ career awareness

Helping students to see how academic content relates to applied areas

Training in specific job skills

Page 31: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Facilitating Independence and Economic Self-Sufficiency

Creation of a climate of empowerment

Empowerment includes: A Sense of Personal

Control Self-Esteem Sense of Belonging to a

Group Self-Determination

Page 32: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Teaching Life Skills

Life skills include: Use of community resources Health and safety skills Home and family activities Social and interpersonal skills Participation in the community

as a citizen

Page 33: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Teaching Social Skills

An effective model should address: Social Affect (appearance to others) Social Skills (specific behaviors that are

central to interactions) Social Cognition (understanding and being

able to respond appropriately to various social situations)

Page 34: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Facilitating Successful Community Involvement

A starting point is the inclusion of students with mental retardation in general education classrooms.

This inclusion provides students with instruction and training for success in subsequent inclusive community activities.

Page 35: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

General Considerationsfor Inclusion

A key to including students with mental retardation in general education is providing necessary and appropriate supports.

Supported educated assumes that individuals should be maintained in inclusive settings to the maximum degree possible and supported in these settings to ensure successful learning.

Supports include: Natural supports Support Services Technical supports

Page 36: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Providing Supports in General Education Classrooms

Supports should allow students with mental retardation in inclusive classrooms to access the general education curriculum.

To help students access the general education curriculum, decisions must be made about:

The use of assistive technology Development of curriculum adaptations Augmentation of the curriculum Availability of curricular alternatives

Page 37: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Classroom Adaptations

Ensure attention to relevant task demands

Teach ways to learn content while teaching content itself

Offer opportunities for active involvement in the learning process

Focus on content that is meaningful

Provide training that crosses multiple learning and environmental contexts

Page 38: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Cognitively-Oriented Instructional Methods

Learning Strategies Metacognitive Strategies Cognitive-Behavior Modification

Page 39: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Curricular Adaptations

Focus should be on relevant and meaningful curricular content that students can master and apply to their lives

Focus should be on the subsequent environments for which students will prepare

Page 40: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Assistive Technology

Can enhance classroom adaptations Should be used to enhance:

Acquisition of new skills Development of fluency and

proficiency Maintenance of skills over time Generalization to new situations

Page 41: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Strategies for Promoting Inclusive Practices

Creation of a sense of community in the school and classroom

Supported education Helping students develop

a sense of belonging Facilitating friendships

Page 42: (c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004 Chapter Eight Teaching Students with Mental Retardation This multimedia product and its contents

(c) Allyn & Bacon 2004Copyright © Allyn and Bacon 2004

Final Thoughts

Students with mental retardation require a comprehensive, broad-based curriculum

Most effective programs will provide: Appropriate academic instruction Address social skills, life skills, and

transition skills Incorporate a “life” inclusion philosophy