Introduction to Teaching Individuals with Mental Retardation NATIONAL ASSOCIATION OF SPECIAL...

Introduction to Teaching Introduction to Teaching Individuals with Mental Individuals with Mental

RetardationRetardation

NATIONAL ASSOCIATION NATIONAL ASSOCIATION OF SPECIAL EDUCATION OF SPECIAL EDUCATION

TEACHERSTEACHERS

CHILDREN WITH CHILDREN WITH MENTAL RETARDATIONMENTAL RETARDATION

AN OVERVIEWAN OVERVIEW

I. DefinitionI. DefinitionII. PrevalenceII. Prevalence

III. Levels of Intensities and SupportsIII. Levels of Intensities and SupportsIV. Degrees of MRIV. Degrees of MRV. Causes of MRV. Causes of MR

VI. Classroom Management StrategiesVI. Classroom Management Strategies

I. DefinitionI. Definition

The Individuals with Disabilities Education The Individuals with Disabilities Education Act (IDEA) provides the following technical Act (IDEA) provides the following technical definition for mental retardation:definition for mental retardation:

"Mental retardation means "Mental retardation means significantly sub-average general significantly sub-average general intellectual functioning existing intellectual functioning existing concurrently with deficits in adaptive concurrently with deficits in adaptive behavior and manifested during the behavior and manifested during the developmental period, that adversely developmental period, that adversely affects a child's educational affects a child's educational performance."performance."


"General intellectual "General intellectual functioning"functioning" is typically is typically measured by an intelligence measured by an intelligence test. Persons with mental test. Persons with mental retardation usually score retardation usually score 70 or 70 or below on such testsbelow on such tests (or at least 2 (or at least 2 standard deviations below the standard deviations below the mean on the normal curve).mean on the normal curve).


""Adaptive behaviorAdaptive behavior"" refers to a refers to a person's adjustment to everyday person's adjustment to everyday life. It refers to an individual’s life. It refers to an individual’s ability to meet social ability to meet social requirements of his or her requirements of his or her community that are appropriate community that are appropriate for his or her chronological age. for his or her chronological age. It is an indication of It is an indication of independence and social independence and social competency.competency.


Children with mental retardation Children with mental retardation become adults; they do not become adults; they do not remain "eternal children." They remain "eternal children." They do learn, but slowly, and with do learn, but slowly, and with difficulty.difficulty.

II.II. PrevalencePrevalenceResearch suggest that Research suggest that approximately 1-2% of the approximately 1-2% of the general populationgeneral population has has mental retardation (when mental retardation (when both intelligence and both intelligence and adaptive behavior adaptive behavior measures are used).measures are used).

II. PrevalenceII. Prevalence

According to data reported to the U.S. According to data reported to the U.S. Department of Education, there are Department of Education, there are approximately 611,076 students ages approximately 611,076 students ages 6-21 were classified as having mental 6-21 were classified as having mental retardation and were provided retardation and were provided services by the public schools. services by the public schools.

This figure represents approximately This figure represents approximately 2 % of the total school enrollment for 2 % of the total school enrollment for that year that year

II. PrevalenceII. Prevalence

11% of those students 11% of those students receiving special education receiving special education during the school year are during the school year are classified as having Mental classified as having Mental RetardationRetardation

MR is one of the “Big Four”MR is one of the “Big Four”

III. Levels and III. Levels and Intensities of “Support”Intensities of “Support”

AAMR is the AAMR is the American American Association on Mental Association on Mental RetardationRetardation

AAMR’s 2002 definition is based AAMR’s 2002 definition is based on how much “Levels and on how much “Levels and Intensities of Support” an Intensities of Support” an individual with MR needsindividual with MR needs

III. Levels and III. Levels and Intensities of SupportIntensities of Support

Supports are defined as Supports are defined as the resources the resources and individual strategies necessary to and individual strategies necessary to promote the development, education, promote the development, education, interests, and personal well being of interests, and personal well being of a person with mental retardation.a person with mental retardation.

Supports can be provided by a Supports can be provided by a parent, friend, teacher, psychologist, parent, friend, teacher, psychologist, and doctor or by any appropriate and doctor or by any appropriate person or agency.person or agency.

4 Levels of 4 Levels of Intensities and SupportsIntensities and Supports

The 4 Levels of Intensities and The 4 Levels of Intensities and Supports (from least to most Supports (from least to most intensive and supportive)intensive and supportive)

1. Intermittent1. Intermittent

2. Limited2. Limited

3. Extensive3. Extensive

4. Pervasive4. Pervasive

1. Intermittent Support1. Intermittent Support

Intermittent SupportIntermittent Support- - Support is not always Support is not always needed. It is provided on an needed. It is provided on an "as needed" basis and is "as needed" basis and is most likely to be required at most likely to be required at life transitions (e.g. moving life transitions (e.g. moving from school to work).from school to work).

2. Limited Support2. Limited Support

Limited SupportLimited Support - - Consistent support is Consistent support is required, though not on a required, though not on a daily basis. The support daily basis. The support needed is of a non-needed is of a non-intensive nature. intensive nature.

3. Extensive Support3. Extensive Support

Extensive SupportExtensive Support - - Regular, daily support is Regular, daily support is required in at least some required in at least some environments environments (e.g. daily home-living (e.g. daily home-living support).support).

4. Pervasive Support4. Pervasive Support

Pervasive SupportPervasive Support - Daily - Daily extensive support, extensive support, perhaps of a life-perhaps of a life-sustaining nature, is sustaining nature, is required in multiple required in multiple environments.environments.

IV. Four (4) Degrees of IV. Four (4) Degrees of MRMRMental retardation may also be Mental retardation may also be

broken down into 4 sub-categories broken down into 4 sub-categories (Degrees): (Degrees):

1. Mild 1. Mild

2. Moderate 2. Moderate

3. Severe 3. Severe

4. Profound 4. Profound

This categorization is not as widely This categorization is not as widely accepted as the AAMR definitionaccepted as the AAMR definition

1. Mild MR1. Mild MR IQ 55-69 IQ 55-69 Make up 85% of all MR cases Make up 85% of all MR cases Can read up to 7th grade level Can read up to 7th grade level

Require some supervision and supportRequire some supervision and support Will require special education services Will require special education services

Can be in regular school with special Can be in regular school with special

ed. services ed. services Considered “educable” Considered “educable” Can get jobs later in life and be Can get jobs later in life and be

relatively independent relatively independent

2. Moderate MR2. Moderate MR

IQ 35-54 IQ 35-54

Considered “trainable”Considered “trainable” Make up 10% of all MR Make up 10% of all MR

cases cases

Need a very structured Need a very structured classroom classroom environment-Normally environment-Normally taught in self-taught in self-contained classrooms contained classrooms

Will need more Will need more supervision later supervision later in lifein life

Can get jobs but Can get jobs but will be very basic will be very basic semi-skilled ones semi-skilled ones

Difficulties with Difficulties with gross and fine gross and fine motor coordinationmotor coordination

3. Severe MR3. Severe MR

IQ 20-34 IQ 20-34

Make up about 3% of MR Make up about 3% of MR populationpopulation

Goal is to teach daily living Goal is to teach daily living skills and survival skillsskills and survival skills

Will most likely have to live in Will most likely have to live in a group home or special school a group home or special school

4. Profound MR4. Profound MR

**Severe problems in all **Severe problems in all areas of what was discussed areas of what was discussed w/re to Severe MRw/re to Severe MR

Will need constant Will need constant supervisionsupervision

**Have limited, if any speech **Have limited, if any speech ** IQ less than 20 ** IQ less than 20

V. Causes of MRV. Causes of MR

MR can be caused by any condition MR can be caused by any condition which impairs development of the which impairs development of the brain brain before birth, during birth or in before birth, during birth or in the childhood years.the childhood years.

Several hundred causes have been Several hundred causes have been discovered, but discovered, but in about one-third of in about one-third of the people affected, the cause the people affected, the cause remains unknown.remains unknown.

V. Causes of MRV. Causes of MR

Prenatal-Prenatal-Occurring before Occurring before birthbirth

PerinatalPerinatal--Occurring Occurring during birth processduring birth process

PostnatalPostnatal--Occurring after Occurring after birthbirth

Prenatal Genetic Prenatal Genetic Causes of MRCauses of MR

These result from abnormality of These result from abnormality of genes inherited from parents, genes inherited from parents, errors when genes combine, or errors when genes combine, or from other disorders of the from other disorders of the genes caused during pregnancy genes caused during pregnancy by infections, overexposure to x-by infections, overexposure to x-rays and other factors. rays and other factors.

Prenatal Genetic Prenatal Genetic Causes of MRCauses of MR

1. Down Syndrome1. Down Syndrome

2. Phenylketonuria2. Phenylketonuria

3. Fragile X Syndrome3. Fragile X Syndrome

1. Down Syndrome1. Down Syndrome Down syndrome is an example of a Down syndrome is an example of a

chromosomal disorder. Chromosomal chromosomal disorder. Chromosomal disorders happen sporadically and disorders happen sporadically and are caused by too many or too few are caused by too many or too few chromosomes, or by a change in chromosomes, or by a change in structure of a chromosome. structure of a chromosome.

Trisomy 21-Extra chromosome on #21 Trisomy 21-Extra chromosome on #21 We have 23 pairs = 46 DS = 47 (3 on We have 23 pairs = 46 DS = 47 (3 on

# 21). # 21). Older women are, greater the Older women are, greater the

likelihood of Down’s Syndrome child.likelihood of Down’s Syndrome child.

2. Phenylketonuria 2. Phenylketonuria (PKU)(PKU)

Phenylketonuria (PKU)Phenylketonuria (PKU)- - A genetic A genetic disorder whereby the child is not able disorder whereby the child is not able to break down an amino acid, to break down an amino acid, phenylalanine (found in many phenylalanine (found in many common foods)-Failure to break common foods)-Failure to break down phenylalanine can lead to brain down phenylalanine can lead to brain damagedamage

3. Fragile X Syndrome3. Fragile X Syndrome Fragile X syndrome- Fragile X syndrome- a single gene a single gene

disorder located on the X chromosome and disorder located on the X chromosome and is the leading inherited cause of mental is the leading inherited cause of mental retardation.retardation.

Males: XY and Females are XX. The most Males: XY and Females are XX. The most common inherited cause of MR.common inherited cause of MR.

CGG sequence in normal DNA occurs less CGG sequence in normal DNA occurs less than 50 times. In those with Fragile X it than 50 times. In those with Fragile X it occurs more than 200 times.occurs more than 200 times.

More common in boys-They only have one More common in boys-They only have one X, so if the X is fragile, none other to X, so if the X is fragile, none other to compensate.compensate.

Problems During Problems During PregnancyPregnancy

Use of alcohol or drugs by the pregnant Use of alcohol or drugs by the pregnant mother can cause mental retardation. mother can cause mental retardation.

Fetal Alcohol Syndrome (FAS)-Fetal Alcohol Syndrome (FAS)-Occurs when Occurs when the mother’s excessive alcohol use during the mother’s excessive alcohol use during pregnancy has toxic effects on the fetus, pregnancy has toxic effects on the fetus, including physical defects and including physical defects and developmental delaysdevelopmental delays

Recent research has implicated smoking in Recent research has implicated smoking in increasing the risk of mental retardation. increasing the risk of mental retardation.

““Crack baby” issuesCrack baby” issues

Postnatal IssuesPostnatal Issues

Illnesses: Childhood diseases such Illnesses: Childhood diseases such as: chicken pox, measles, and any as: chicken pox, measles, and any disease which may lead to meningitis disease which may lead to meningitis can damage the brain, as can can damage the brain, as can accidents such as a blow to the head accidents such as a blow to the head or near drowning. or near drowning.

Toxins: Lead, mercury and other Toxins: Lead, mercury and other environmental toxins can cause environmental toxins can cause irreparable damage to the brain and irreparable damage to the brain and nervous system.nervous system.


Poverty and cultural deprivation Poverty and cultural deprivation - Children in poor families may - Children in poor families may become mentally retarded become mentally retarded because of:because of:

Malnutrition Malnutrition Disease-producing conditions Disease-producing conditions Inadequate medical care Inadequate medical care Environmental health hazards Environmental health hazards


Also, children in disadvantaged areas Also, children in disadvantaged areas may be deprived of many common may be deprived of many common cultural and day-to-day experiences cultural and day-to-day experiences provided to other youngsters. provided to other youngsters.

Research suggests that such under-Research suggests that such under-stimulation can result in irreversible stimulation can result in irreversible damage and can serve as a cause of damage and can serve as a cause of mental retardation.mental retardation.

VI. Classroom VI. Classroom Management StrategiesManagement Strategies

Allow for many breaks Allow for many breaks throughout the school day.throughout the school day. Children with MR may require Children with MR may require time to relax and unwind. time to relax and unwind. Performing tasks will entail Performing tasks will entail using more energy on their part using more energy on their part and you must therefore allow and you must therefore allow them to take many breaks over them to take many breaks over the course of the school day.the course of the school day.


Always speak directly to the Always speak directly to the child so he can see you-Never child so he can see you-Never speak with your back to himspeak with your back to him.. The child with MR needs direct The child with MR needs direct contact, and if your back is turned, contact, and if your back is turned, he may not know that the attention he may not know that the attention you are giving him is actually being you are giving him is actually being directed at him.directed at him.


Assign jobs in the classroom for Assign jobs in the classroom for the child so that he can feel the child so that he can feel success and accomplishmentsuccess and accomplishment. . Give him ones that you know he Give him ones that you know he can succeed at and feel good about can succeed at and feel good about (i.e. erasing the blackboards).(i.e. erasing the blackboards).


Monitor the child’s diet. Some Monitor the child’s diet. Some children with MR are on very children with MR are on very strict diets.strict diets. During snack time or During snack time or lunchtime, be sure you know what lunchtime, be sure you know what the child is and is not allowed to the child is and is not allowed to eat. Children will have a tendency eat. Children will have a tendency to “swap lunches or snacks” and in to “swap lunches or snacks” and in this case it might be harmful if you this case it might be harmful if you are not alert to what is happening.are not alert to what is happening.


Build a foundation of success Build a foundation of success by providing a series of short by providing a series of short and simple assignments.and simple assignments. In this In this way, the child can gain a sense of way, the child can gain a sense of confidence and success.confidence and success.


Encourage interaction with Encourage interaction with children without disabilities.children without disabilities.


Have the child be part of a team Have the child be part of a team that takes care of the class pets that takes care of the class pets or some other class activity.or some other class activity. Calling it a team will make the Calling it a team will make the child feel more connected.child feel more connected.


Provide the child with some Provide the child with some simple job that requires the simple job that requires the other students to go to him.other students to go to him. For For example, place him in charge of example, place him in charge of attendance and have him check off attendance and have him check off the children when they report in.the children when they report in.

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