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MENTAL RETARDATION

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Title: MENTAL RETARDATION


1
MENTAL RETARDATION
  • Historical Perspectives
  • 1. Antiquity Prior to 1700.
  • 2.Emergence and Early Disillusionment of a
    Field1700-1890.
  • 3.Facilities-based orientation1890-1960.
  • 4.Services-based Orientataion1960-1985
  • 5.Supports-Based Orientation1985-Present.
  • Beirne-Smith.M,Ittenbach.R, Patton.J.R Mental
    Retardation(2002) sixth ed.

2
Degrees of Mental Retardation
  • Beirne-Smith.M,Ittenbach.R, Patton.J.R Mental
    Retardation(2002) sixth ed.p60

3
Mental Retardation-Definition
  • Mental retardation refers to significantly sub
    average general intellectual functioning existing
    concurrently with deficits in adaptive behavior,
    and manifested during the developmental period
    (Grossman, 1983)
  • Mental retardation refers to substantial
    limitations in present functioning. It is
    characterized by significantly sub average
    intellectual functioning, existing concurrently
    with related limitations in two or more of the
    following applicable adaptive skill areas
    communication, self-care, home living, social
    skills, community use, self-direction, health and
    safety, functional academics, leisure and
    work.mental retardation manifests before age
    18.(Luckasson.R AAMR,1992,P1)
  • 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. (AAIDD, Present)

4
AAMD/AAMR Systems of Classification
  • Prior to 1992 four levels- mild, moderate,
    severe and profound.
  • 1992- Present a) Intermittent- supports on an
    as needed basis. Characterized by episodic
    nature, person not always needing the supports,
    or short-term supports needed during life-span
    transitions( e.g., job loss or an acute medical
    crisis). Intermittent supports may be high or low
    intensity when provided.
  • b) Limited- an intensity of supports
    characterized by consistency over time,
    time-limited but not of an intermittent nature,
    may require fewer staff members and less cost
    than more intense levels of support(e.g time-
    limited employment training or transitional
    supports during the school to adult provided
    period).
  • c) Extensive- supports characterized by regular
    involvement (e.g., daily) in at least some
    environments (such as work or home) and not time-
    limited (e.g., long-term support and long-term
    home living support).
  • d) Pervasive- supports characterized by their
    constancy, high intensity, provided across
    environments, potential life- sustaining nature.
    Pervasive supports typically involve more staff
    members and intrusiveness than do extensive or
    time-limited supports.
  • Beirne-Smith.M,Ittenbach.R, Patton.J.R Mental
    Retardation(2002) sixth ed.p58

5
Causes
  • Genetic conditions. Sometimes mental retardation
    is caused by abnormal genes inherited from
    parents, errors when genes combine, or other
    reasons. Examples of genetic conditions are Down
    syndrome, fragile X syndrome, and phenylketonuria
    (PKU).
  • Problems during pregnancy. Mental retardation can
    result when the baby does not develop inside the
    mother properly. For example, there may be a
    problem with the way the baby's cells divide as
    it grows. A woman who drinks alcohol or gets an
    infection like rubella during pregnancy may also
    have a baby with mental retardation.
  • Problems at birth. If a baby has problems during
    labor and birth, such as not getting enough
    oxygen, he or she may have mental retardation.
  • Health problems. Diseases like whooping cough,
    the measles, or meningitis can cause mental
    retardation. Mental retardation can also be
    caused by extreme malnutrition (not eating
    right), not getting enough medical care, or by
    being exposed to poisons like lead or mercury.


  • http//www.nichcy.org
    /pubs/factshe/fs8txt.htm

6
Characteristics
  • sit up, crawl, or walk later than other children
  • learn to talk later, or have trouble speaking,
  • find it hard to remember things,
  • not understand how to pay for things,
  • have trouble understanding social rules,
  • have trouble seeing the consequences of their
    actions,
  • have trouble solving problems, and/or
  • have trouble thinking logically.

7
Diagnosis
  • Ability for a persons brain to think, learn,
    solve problems and make sense of the world.
  • whether the person has the skills he or she needs
    to live independently (called adaptive behavior,
    or adaptive functioning).
  • Intellectual functioning IQ Test
  • Adaptive behavior daily living skills, such as
    getting dressed, going to the bathroom, and
    feeding one's self communication skills, such as
    understanding what is said and being able to
    answer social skills with peers, family members,
    adults, and others.

8
School and Education
An early intervention program provides services
to children up to 3 yrs old. An IFSP
individualized Family services plan is developed
cooperatively with the parents input and it
describes the unique needs and services to
address those needs, needs of the family to help
their child with mental retardation. This service
is provided by the schools. As the child grows
older, schools along with parents develop IEP
individualized education Plan .
9
Educational needs
  • IDEA entitles every child with mental
    retardation from age 3 through 21 to a free
    appropriate public education through an
    individualized education program (IEP
  • Direct instruction
  • Task variation and analysis- breaking down the
    tasks into small steps
  • Computer-assisted instruction
  • Cooperative learning
  • Peer tutoring
  • Lecture-pause
  • Flexible and cooperative groupings
  • Emphasize visual learning
  • Hands-on learning
  • Learning relevant to the real world
  • Minimize fine-motor demands
  • Facilitate short-long term memory
  • Encourage appropriate behavior.
  • Horstmeier,D Teaching math to people with Down
    Syndrome and other hands-on learners, 2004 p 19

10
Skills to work on..
communicating with other people. taking care of
personal needs (dressing, bathing, going to the
bathroom) health and safety home living
(helping to set the table, cleaning the house, or
cooking dinner) social skills (manners, knowing
the rules of conversation, getting along in a
group, playing a game) reading, writing, and
basic math as they get older, skills that will
help them in the workplace. http//www.nichcy.org
/pubs/factshe/fs8txt.htm
11
Activities in classroom- Math

12
Math Activity.
  • Activity 2 -- Estimation.Display a container
    full of popcorn kernels. (The size of the
    container might vary depending on the age -- and
    counting abilities -- of your students you might
    use a jar, a 2-liter soda bottle, or some other
    container.) Challenge students to estimate how
    many kernels are in the container. Have each
    student write his or her name and estimate on a
    slip of paper.
  • Can also be used for place value and counting

13
Activities in classroom
  • Reading activity- I incorporated some movements
    with reading instruction.
  • Students stand in a line with letter cards/word
    cards- word families(e.g at, bat..). I call one
    student at a time, then he/she has to put the
    word in the roller and roll with their stomach.
    He/she will come to me by rolling and has to
    sound out and say the word to me(phonic based
    instruction), then write down in the journal and
    go back to the line by making different
    movements. Task analysis differentiation.

14
The cost or economic impact associated with
mental retardation
  • Many people with mental retardation need
    long-term services or care.
  • The average lifetime cost for one person with
    mental retardation is estimated to be 1,014,000
    (in 2003 dollars).
  • the lifetime costs for all people with mental
    retardation who were born in 2000 will total
    51.2 billion (in 2003 dollars). 
  • These costs include both direct and indirect
    costs.-Direct medical costs, such as doctor
    visits, prescription drugs, and inpatient
    hospital stays, make up 14 of these costs.
    Direct nonmedical expenses, such as home
    modifications and special education, make up 10
    of the costs.
  • Indirect costs, which include the value of lost
    wages when a person dies early, cannot work, or
    is limited in the amount or type of work he or
    she can do, make up 76 of the costs.
  • These estimates do not include other expenses,
    such as hospital outpatient visits, emergency
    department visits, residential care, and family
    out-of-pocket expenses. The actual economic costs
    of mental retardation are, therefore, even higher
    than what is reported here.


  • http//www.cdc.gov/ncbddd/dd/mr4.htm

15
How can kids learn about mental retardation?Kids
Quest on Disability and Health
"Difficulty Learning New Things" Quest If a Kid
has Difficulty Learning, Can He or She Get a Job
when He or She Grows Up?" Follow the 10 steps
below to pursue your Web Quest. Step 1 See what
you think about kids who have difficulty learning
new things. Click here for your Attitude
Checkup. Step 2 Think about questions to ask.
Let's see...   Step 3 Check out some quick
facts that would be fun to know. Step 4 Check
out some great websites to start our
search. Step 5 Now look at even more cool
sites. Step 6 Find out about people we can read
about to help with our Quest. Step 7 Learn
about videos/books that can give us information. 
Step 8 Check out your own environment to look
for barriers in your school and
neighborhood. Step 9 Just for fun...unscramble
the secret message Step 10 Now check and see if
your attitudes have changed.  Take the Attitude
Checkup again. Want to know more???????????????
Go to http//www.cdc.gov/ncbddd/kids/klalpage.htm
16
Organizations
The Arc of the United States1010 Wayne Avenue,
Suite 650Silver Spring, MD 20910301.565.3842Info_at_t
hearc.org   E-mailwww.thearc.org
 Webwww.TheArcPub.com  Web (Publications) America
n Association on Intellectual and Developmental
Disabilities(formerly the American Association on
Mental Retardation, AAMR)444 North Capitol Street
NW, Suite 846Washington, DC 20001-1512202.387.1968
800.424.3688 (outside DC)www.aaidd.org/  Web
Division on Developmental Disabilities The
Council for Exceptional Children1110 North Glebe
Road, Suite 300Arlington, VA 22201-5704888.232.773
3 703.620.3660866.915.5000 TTYcec_at_cec.sped.org
 E-mailwww.dddcec.org  Web
http//www.nichcy.org/pubs/factshe/fs8txt.htm
17
Organizations
  • National Information Center on Children and Youth
    with Disabilities (NICHCY)NICHCY provides
    information on disabilities and
    disability-related issues for families, teachers,
    and other professionals. NICHCY has a fact sheet
    about mental retardation that includes general
    information on topics such as diagnosis and
    causes as well as tips for parents and teachers.
    NICHCY staff will also give information and
    referrals over the phone ( 800-695-0285 ) or by
    email (nichcy_at_aed.org). In English  General
    Information about Mental RetardationEn
    Español El Retraso Mental 
  • MEDLINEplus Developmental DisabilitiesMEDLINEplu
    s is an online service of the National Library of
    Medicine. MEDLINEplus is designed to link you to
    information on specific health topics, including
    developmental disabilities. Information about
    mental retardation is included on the
    Developmental Disabilities page. MEDLINEplus
    brings together information from many sources and
    is updated every day. This page includes
    information on the latest news, general
    overviews, clinical trials, coping, diagnosis and
    symptoms, research, specific conditions, law and
    policy, organizations, children, seniors.  Some
    materials are in Spanish. In English
    MEDLINEplus Health Information Developmental
    DisabilitiesEn Español MEDLINEplus
    Información de Salud Discapacidad de Desarrollo
  • National Center on Birth Defects and
    Developmental Disabilities (NCBDDD)
    PublicationsNCBDDD staff have written many
    scientific articles on mental retardation. These
    articles examine such topics as how common mental
    retardation is, and factors such as low birth
    weight or smoking during pregnancy that increase
    the risk that a child will have mental
    retardation. You can see a list of these papers
    (starting in 1990) by using the keyword search on
    the NCBDDD publications Web page. Choose "mental
    retardation" in the keyword box on the search
    page. You can choose whether you want the list to
    be sorted by author or by date. You can also
    choose to have the list appear with or without
    graphics. Click on the Submit button. You will
    see a list of papers that are about mental
    retardation. The list will include the complete
    reference for each paper and a link to an
    abstract of the paper or to the full text, when
    available. 




  • http//www.cdc.gov/ncbddd/dd/mr5.htm

18
Video clip
19
Resources
  • American Association on Intellectual and
    Developmental Disabilities. (2002). Mental
    retardation Definition, classification, and
    systems of supports (10th ed.). Washington, DC
    Author. (www.aaidd.org)
  • American Association on Intellectual and
    Developmental Disabilities. (2005). Definition of
    mental retardation. Washington, DC Author.
    (Available online at www.aamr.org/Policies/faq_me
    ntal_retardation.shtml)
  • Baker, B., Brightman, A. (with Blacher, J.,
    Heifetz, L., Hinshaw, S., Murphy, D.). (2004).
    Steps to independence Teaching everyday skills
    to children with special needs (4th ed.).
    Baltimore, MD Paul H. Brookes. (Telephone
    800.638.3775 ).
  • Web www.brookespublishing.com)
  • Beirne-Smith.M,Ittenbach.R, Patton.J.R Mental
    Retardation(2002) sixth ed
  • Centers for disease control and prevention
    http//www.cdc.gov/ncbddd/dd/mr4.htm
  • Division on Developmental Disabilities Council
    for Exceptional Children (http//www.dddcec.org/)
  • Horstmeier,D Teaching math to people with Down
    Syndrome and other hands-on learners, 2004 p 19
  • Kaufman, S. (1999). Retarded isnt stupid, Mom!
    (Rev. ed.). Baltimore, MD Paul H. Brookes.
  • National Center on Birth Defects and
    Developmental Disabilities (NCBDDD)
    http//www.cdc.gov/ncbddd/kids/klalpage.htm
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