Mental+Retardation

 // In all true teaching the personal element is essential. Christ in His teaching dealt with men individually. It was by personal contact and association that He trained the Twelve. It was in private, often to but one listener, that He gave His most precious instruction. To the honored rabbi at the night conference on the Mount of Olives, to the despised woman at the well of Sychar, He opened His richest treasures; for in these hearers He discerned the impressible heart, the open mind, the receptive spirit. Even the crowd that so often thronged His steps was not to Christ an indiscriminate mass of human beings. He spoke directly to every mind and appealed to every heart. He watched the faces of His hearers, marked the lighting up of the countenance, the quick, responsive glance, which told that truth had reached the soul; and there vibrated in His heart the answering chord of sympathetic joy. // // Christ discerned the possibilities in every human being. He was not turned aside by an unpromising exterior or by unfavorable surroundings. He called Matthew from the tollbooth, and Peter and his brethren from the fishing boat, to learn of Him. // // The same personal interest, the same attention to individual development, are needed in educational work today. Many apparently unpromising youth are richly endowed with talents that are put to no use. Their faculties lie hidden because of a lack of discernment on the part of their educators. In many a boy or girl outwardly as unattractive as a rough-hewn stone, may be found precious material that will stand the test of heat and storm and pressure. The true educator, keeping in view what his pupils may become, will recognize the value of the material upon which he is working. He will take a personal interest in each pupil and will seek to develop all his powers. However imperfect, every effort to conform to right principles will be encouraged. // Education pgs. 232-233



Jane is a 12 year old girl that has been diagnosed with mild-moderate mental retardation since the age of 7. Her adoptive parents (who have adopted him at 4 years old) and teachers noted that she was struggling academically and slightly immature. During a psychological evaluation, her adoptive parents reported that Jane had suffered from malnutrition while living with her biological parents and that she’d also experienced a brief period of anoxia during child birth. After a psychological evaluation, the Wechsler Intelligence Scale for Children showed her I.Q. to be 53. After the diagnosis, Jane began receiving special education services in school. For half of the day she is pulled out for services and remains in the general education setting for the balance of the day. Jane has been in the same school system since the first grade, a Christian school system where she has been in class with the basically the same core set of students. Jane’s teachers say she is a polite and shy girl that gets along with her classmates. They also report that classmates try to help her when she doesn’t understand a subject. When transitioning from elementary to middle school, Jane’s teachers and parents came up with a support plan where she was able to meet her first middle school teacher and visit her classroom. Jane enjoys middle school, church functions, and spending time with her parents. She receives Social Skills instruction while which has also helped with her peer-interactions. She will receive these and other special education classes throughout the rest of her academic career. The plan is to introduce some life-skills instruction and planning into her curriculum in high school. Some of this instruction will be made available to other students as well.

Children with Mental Retardation CAN lead “normal lives”… []  media type="youtube" key="c8qFendVc3c" height="314" width="382" align="center"


 * **What is Mental Retardation? **

A term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with mental retardation may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. [] media type="youtube" key="ZMJAgdMBPsg" height="314" width="382" align="center" MR || MR ||
 * **Prevalence: ** 2.3% of the population
 * **Describe Characteristics of Students: **

· Continued infant-like behavior · Decreased learning ability · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Failure to meet the markers of intellectual development · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Inability to meet educational demands at school · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Lack of curiosity

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">How is this disability identified? **

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Abnormal Denver developmental screening test · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Adaptive behavior score below average · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Development way below that of peers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Intelligence quotient (IQ) score below 70 on a standardized IQ test

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">How do these learners receive their education? **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Varied educational settings. Some are home-schooled, some (about 8%) attend regular schools, and a majority of MR students attend special schools. Current educational efforts are to mainstream MR students.

<span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What are best educational practices? **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">It is helpful to break tasks down into small steps and introduce the task one step at a time to avoid overwhelming the individual. Once the student has mastered one step, the next is introduced. Visual aids such as charts, pictures, and graphs are used as much as possible. Immediate feedback to strengthen the link between cause and effect. A hands-on, kinesthetic approach is effective. Refrain from lectures and verbal directions as they are not as effective. <span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">:

· <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Academic expectations are individualized and not classroom based. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">IEPs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Allow the student with writing difficulties to use a word processor for writing assignments. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student may need a note-taker. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student with mathematical difficulties may need to use a calculator for math classes. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">If necessary, the student should have access to books on tape. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Student may need preferential seating due to perceptual difficulties. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">The student may need longer or unlimited time for an examination. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Examinations can be modified to have less multiple choice or true-or-false questions. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Set realistic goals, time for completing work, and acceptance of the fact that it may take many days or weeks to reach mastery of skills. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide concrete ideas and skills; avoid the complex and abstract. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use praise but also give honest feedback on errors. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use more examples and demonstrations.

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Including students in general education setting. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Educating peers as to the disability. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Creating a climate of acceptance. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Setting aside an area where special education services may be provided. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Using Differentiated Instruction
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Inclusive Practices: **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  ||
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide a continuum of severity or extent possible in youngsters: ** || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in;">Mild MR || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 1pt; line-height: 150%; margin: 0in 0in 0pt 0.25in; tabstops: .25in 22.0pt; tabstops: .25in 22.0pt;">IQ Level 50-55 to approximately 70 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in; tab-stops: 163.45pt; tabstops: 163.45pt;">Moderate Retardation || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 1pt; line-height: 150%; margin: 0in 0in 0pt 0.25in; tabstops: .25in 22.0pt; tabstops: .25in 22.0pt;">IQ Level 35-40 to 50-55 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in;">Severe MR || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 1pt; line-height: 150%; margin: 0in 0in 0pt 0.25in; tabstops: .25in 22.0pt; tabstops: .25in 22.0pt;">IQ Level 20-25 to 35-40 ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: normal; margin: 0in 0in 0pt 0.5in;">Profound MR || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; letter-spacing: 1pt; line-height: 150%; margin: 0in 0in 0pt 0.25in; tabstops: .25in 22.0pt; tabstops: .25in 22.0pt;">IQ Level Below 20 or 25 ||

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">~ 85% in mild category of mental retardation. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Can be educated · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">May function quite well in society. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">May eventually be able to live independently, in a group home or with family with little supervision. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Mostly affects intellect · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Generally not associated with substantial behavioral problems.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">~ 10% in the moderate category. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This group is considered trainable. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Learn best through repetition and cause and effect teaching methods. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Few, are able to function independently as adults. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Nearly all require lifelong assistance in navigating through everyday situations.

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">~3-4% in the severe category <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 0pt;">~1-2% in the profoundly retarded category. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Tend to display more behavioral problems. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Far less socially developed than higher functioning mentally retarded individuals.

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Education for general education teachers · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Resources · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Maintaining a well-organized classroom
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Special Challenges for General Education : **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Special Challenges for General Education : **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">augmentative communication devices · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">electronic and manual communication boards · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">input and output devices · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">modified or alternate keyboards · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">special software (including speech recognition software) that allow people with disabilities to use a computer · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">patient lifts · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">transfer aids · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">all types of wheelchairs and three-wheel vehicles · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">artificial limbs · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">braces or other devices · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">hearing aids · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">low-vision aids · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">telecommunication devices
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accommodations: Assistive Technology PDF **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Any long-term vocational planning if not being offered by the school · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Job placement agencies · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Department of Mental Retardation involvement · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Social Services · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Possible Social Security involvement
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Wraparound Service if any **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Both. Children need support in the school setting as well as when their school careers are over. Some may never be able to live on their own or will only be able to work in certain settings. <span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">Parents of a mentally retarded child may be providing direct care for the child for the rest of his/her life. Parents may also experience feelings of guilt and unnecessary shame. <span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR || <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; margin: 0in 0in 10pt;">He had a genetic defect called the Down’s syndrome at time of his birth. In his adulthood, he always attended special schools and fought an enduring battle against his mental illness, He was well known for his humor and friendly nature. He became famous as a TV actor in ABCs show “Life Goes On”. <span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR || **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Robert A. Sedlak **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> is Professor of Special Education and the Director of the Office of Research and Service for the School of Education and Human Services at the University of Wisconsin-Stout. **Denise M. Sedlak** is a former special education teacher and the co-author of a series of short studies on management of aggressive behavior with Dr. Patrick J. Schloss and Ms. Donna Filips. She is currently Executive Director of the Dunn County United Way. They co-authored <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">are noted for their work with mentally retarded young people. <span style="color: windowtext; display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; text-align: center;">MR || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use short and simple statements at a time, during a conversation. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Repeat instructions and give clarifications and explanations. Ask them if they need more explanation from time to time. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make sure distractions are at a minimum. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Be very specific while teaching skills. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Be supportive and understanding. Support can help them overcome the disability and increase their self-confidence and self-esteem. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Make things simpler and easier for them, as far as possible. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Use alternative teaching techniques and testing methods. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Be supportive and help out with dealing with social and peer pressure. Help them make friends and lead as normal a life as possible. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Be patient and tolerating. Losing one’s temper will cause the child to ‘shutdown’ emotionally.
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Impact: Is this a school issue or life issue – Why **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Impact: How does this affect home? **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Name of someone who has achieved greatness: **<span style="font-family: 'Times New Roman','serif'; font-size: 12pt;"> Chris Burke
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">Name of a teacher who overcame this or is helping a child overcome it. **
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What can you do to make a difference for the child? **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Offer to help if needed and ask how you can help. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Be non-judgmental. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Treat the child the way you would treat other children. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Discuss parenting/sibling support groups and therapy. · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Help parents become educated about MR.
 * **<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">What can you do to support parents? **

<span style="color: windowtext; font-family: 'Times New Roman','serif'; font-size: 12pt;">MR  || <span style="font-family: Times New Roman; line-height: 200%; margin: auto 0in auto 0.5in; text-indent: -0.5in;">Yu, J., Newman, L., Wagner, M., & National Center for Special Education Research, (. (2009). Secondary School Experiences and Academic Performance of Students with Mental Retardation. Facts From NLTS2. NCSER 2009-3020. //National Center for Special Education Research//, Retrieved from EBSCO//host//. <span style="font-family: Times New Roman; line-height: 200%; margin: auto 0in auto 0.5in; text-indent: -0.5in;">Demirel, M. (2010). Primary School Curriculum for Educable Mentally Retarded Children: A Turkish Case. Online Submission, Retrieved from EBSCOhost. <span style="font-family: Times New Roman; line-height: 200%; margin: auto 0in auto 0.5in; text-indent: -0.5in;">Websites that contain further information:

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