copyright © 2007 allyn & bacon chapter 8 mental retardation this multimedia product and its...

Copyright © 2007 Allyn & Bacon

Chapter 8

Mental Retardation

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Introduction to Special Education: Making a Difference

6th Edition


Focus Questions What are the key components of the 2002 AAMR

definition of mental retardation? How are levels of severity and outcomes of mental

retardation grouped? How are the causes of mental retardation organized, and

what are some of the specific causes within each group? What are four sources of supports? What are two specialized instructional approaches for

students with mental retardation? How can educators be more effective when working with

families of students with mental retardation?


Challenge Question

What are some examples of the four levels of supports, and how do they make a difference in the lives of people with mental retardation?


History of the Field

1798: Jean-Marc-Gaspard Itard begins work with Victor 1848: Samuel Gridley Howe expands the Perkins

Institute for the Blind in Boston to include individuals with mental retardation

1876: Oldest US organization in special education called the Association of Medical Officers of American Institutions and is now named the American Association on Mental Retardation (AAMR)

1877 – 1912: Richard Dugdale and Henry Goddard maintain that because mental retardation was passed on by heredity, nothing could be done and people with MR should be removed from society


History of the Field 1921: AAMR releases its first definition 1954: The Association for Retarded Citizens (now called

ARC) is founded by a group of concerned parents 1960s: Bengt Nirje publishes concept of normalization 1970s: Wolf Wolfensberger calls for

deinstitutionalization 1991: New Hampshire resolves to close their remaining

institution and is the first state to pledge that all individuals with mental retardation will live community-integrated lives

2002: AAMR sets forth a new definition of mental retardation (this is its tenth definition)


Mental Retardation Mental Retardation:

Affects learning Impairs cognition Is only one attribute of

people with this disability Is a serious disability

People with mental retardation:

Are people first Have hopes and dreams like

everyone else Face many obstacles Often require considerable

support


Thinking About Dilemmas to Solve

Think about: How these students’ educational needs can best be met How they can be prepared for life’s challenges through

the general education curriculum How the history of their treatment in society cannot be

repeated How they can achieve a high quality of life How the educational system can best provide for them


Mental Retardation Defined American Association of

Mental Retardation (AAMR) definition:

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. (Luckasson et al., 2002, p. 1)

This is a continuation of a paradigm shift the AAMR initiated in 1992

The AAMR is moving away from a deficit perspective to a more positive one

This definition: retains its positive outlook returns to a cautious use of

IQ scores strengthens the concepts of

adaptive behavior and systems of support


AAMR Major Components of Mental

Retardation

Profound mental retardationIQ under 20

Severe mental retardationIQ 20-34

Moderate mental retardationIQ 35-49

Mild mental retardationIQ 50-69

Below 97% of the populationIQ must be 2 standard

deviations below the norm

Significantly below averagedetermined by clinicaljudgement or IQ tests

Intellectual Functioning

3. Practicalself-help, life skills , safety,

occupational skills

2. Socialinterpersonal, self-esteem,

obey laws, avoidingvictimization

1. Conceptuallanguage, money concepts,self-direction, reading and

writing

Includes three adaptive skillareas

What everyone uses to functionin everday life

Adaptive Behavior

4. PervasiveDaily involvement; long-term support

3. ExtensiveRegular involvement in at least

some environments; not time limited

2. LimitedTime-limited supports

such as employment training ortransitional supports

1. IntermittentProvided as needed;

often during life-span transitions

Supports for persons with MRare offered at four levels

of intensity

The networks of peoplewe all need in life

Systems of Support

Major Components


Characteristics Three defining

characteristics are problems with:

Cognition Adaptive Behavior Needing supports to sustain

independence Cognitive impairments

affect: Communication Attention Memory Generalization abilities Motivation

Adaptive behavior Vital to individual’s

successful functioning as an adult in the community

Best developed when taught directly

Supports Needed Natural Nonpaid Generic Specialized


Prevalence Slightly more than 1% of school children

between the ages of 6 and 17 are identified

Why is this percent lower than the estimated 3%? Districts prefer to use other categories Overrepresentation of African American

students


Causes Causes

Many remain unidentified (The Arc, 2002)

AAMR organizes by time of onset

Prenatal Perinatal Postnatal

Toxins FAS Lead poisoning Mercury, pesticides and

industrial pollution Low birth weight Child abuse and neglect Discrimination and bias Genetic causes

Genetic Causes Down Syndrome

An extra chromosome attaches to the 21st pair

Phenylketonuria (PKU) Metabolic error in

processing protein; can be controlled by diet

Tay-Sachs A metabolic error in

processing fats Tuberous Sclerosis

A progressive neurological disorder

Fragile X Syndrome A condition identified by a

break or weakness on the long arm of the X chromosome


Prevention 50% of all cases of mental retardation

could have been prevented

Ways to prevent mental retardation: Education Testing expectant mothers

Analyzing risk factors Screening infants

Prenatal Care PKU screening Vaccinations Nurturing home and school

environments Medical procedures for

hydrocephaly


Identification and Assessment Students with MR are identified by assessing their

intellectual functioning and their adaptive skill abilities After identification, an assessment of the need for support

is conducted to determine interventions and intensity of services

IQ tests have been criticized because they: Do not reliably predict an individual’s abilities Discriminate against culturally and linguistically diverse students Do not lead to educationally useable results (National Research

Council, 2002) Assessment of individuals’ adaptive behavior remains

important for this category


Impact of Mental Retardation

People with mental retardation experience the impact of strong negative attitudes and perceptions

They may be victims of prejudice and discrimination


Early Childhood Education Benefits of inclusion

Children with and without disabilities play together

Children with disabilities show higher rates of socialization

Typically developing children have no negative consequences

Typically developing children show a greater appreciation and respect for individual differences

Key features of effective preschool settings

Full day program Accredited Well prepared teachers 1/3 of students have

disabilities Positive interactions with

children Family partnerships Multidisciplinary team

approach Fun environment


Elementary Through High School Functional curriculum

includes these skills Personal maintenance and

development Homemaking and

community life Work and career Recreational activities Travel in the community Reading, writing, and

math focuses on practical skills

Decision-making Teachers often use task

analysis to teach functional skills

Community based instruction (CBI)

Strategy for teaching functional and adaptive skills in the environments in which they should occur naturally

Skills are taught in at least four different situations

Vocational Community Recreation and leisure Home and family

Better chance for generalization

Doesn’t foster inclusive practices


Collaboration for Inclusion Inclusion means different

things to different people Only about 14% of students

with mental retardation use the general education classroom as their primary placement

Students need time in classrooms that teach functional skills so these students will have good adult development


Transition Through Adulthood Employment can be

facilitated by : Supported employment Natural supports

Quality-of-life indicators reported by people with disabilities (Gardner, et al., 1997)

Have economic resources Experience security Have personal possessions Are free from abuse and

neglect Participate in the

community Choose free time

Employment for People with Mental Retardation

27%

54%

19%

Home- No JobSeparate FacilityCommunity


Families Educators should:

Develop meaningful partnerships with their students’ families

Recognize all significant members of the family unit Understand that family members’ support extends far

beyond the school day including the years after school is completed

Include the entire family unit in planning meetings about the student’s educational program


Challenge Question What are some examples of the four levels of support, and

how do they make a difference in the lives of people with mental retardation?

The primary goals for most individuals with mental retardation is to achieve a life of autonomy and self-direction with normalized living arrangements and satisfying personal relationships

To achieve this, support must be in place Supports vary based on the individual’s needs and

could be: Limited Intermittent Extensive Pervasive

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