Introduction to Teaching Individuals with Mental Retardation

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Introduction to Teaching Individuals with Mental
Retardation

• NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS

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• CHILDREN WITH
• MENTAL RETARDATION
• AN OVERVIEW
• I. Definition
• II. Prevalence
• III. Levels of Intensities and Supports
• IV. Degrees of MR
• V. Causes of MR
• VI. Classroom Management Strategies

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I. Definition

• The Individuals with Disabilities Education Act
  (IDEA) provides the following technical
  definition for mental retardation
• "Mental retardation means significantly
  sub-average general intellectual functioning
  existing concurrently with deficits in adaptive
  behavior and manifested during the developmental
  period, that adversely affects a child's
  educational performance."

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I. Definition

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

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I. Definition

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

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I. Definition

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

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II. Prevalence

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

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II. Prevalence

• According to data reported to the U.S. Department
  of Education, there are approximately 611,076
  students ages 6-21 were classified as having
  mental retardation and were provided services by
  the public schools.
• This figure represents approximately 2 of the
  total school enrollment for that year

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II. Prevalence

• 11 of those students receiving special education
  during the school year are classified as having
  Mental Retardation
• MR is one of the Big Four

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III. Levels and Intensities of Support

• AAMR is the American Association on Mental
  Retardation
• AAMRs 2002 definition is based on how much
  Levels and Intensities of Support an individual
  with MR needs

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III. Levels and Intensities of Support

• Supports are defined as the resources and
  individual strategies necessary to promote the
  development, education, interests, and personal
  well being of a person with mental retardation.
• Supports can be provided by a parent, friend,
  teacher, psychologist, and doctor or by any
  appropriate person or agency.

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4 Levels of Intensities and Supports

• The 4 Levels of Intensities and Supports (from
  least to most intensive and supportive)
• 1. Intermittent
• 2. Limited
• 3. Extensive
• 4. Pervasive

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1. Intermittent Support

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

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2. Limited Support

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

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3. Extensive Support

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

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4. Pervasive Support

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

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IV. Four (4) Degrees of MR

• Mental retardation may also be broken down into
  4 sub-categories (Degrees)
• 1. Mild
• 2. Moderate
• 3. Severe
• 4. Profound
• This categorization is not as widely accepted as
  the AAMR definition

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1. Mild MR

• IQ 55-69
• Make up 85 of all MR cases
• Can read up to 7th grade level
  
• Require some supervision and support
• Will require special education services
• Can be in regular school with special ed.
  services
• Considered educable
• Can get jobs later in life and be relatively
  independent

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2. Moderate MR

• IQ 35-54
  
• Considered trainable
• Make up 10 of all MR cases
  
• Need a very structured classroom
  environment-Normally taught in self-contained
  classrooms

• Will need more supervision later in life
• Can get jobs but will be very basic semi-skilled
  ones
• Difficulties with gross and fine motor
  coordination

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3. Severe MR

• 
  
• IQ 20-34
  
• Make up about 3 of MR population
• Goal is to teach daily living skills and survival
  skills
• Will most likely have to live in a group home or
  special school

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4. Profound MR

• Severe problems in all areas of what was
  discussed w/re to Severe MR
• Will need constant supervision
• Have limited, if any speech
• IQ less than 20

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V. Causes of MR

• MR can be caused by any condition which
  impairs development of the brain before birth,
  during birth or in the childhood years.
• Several hundred causes have been discovered,
  but in about one-third of the people affected,
  the cause remains unknown.

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V. Causes of MR

• Prenatal-Occurring before birth
• Perinatal-Occurring during birth process
• Postnatal-Occurring after birth

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Prenatal Genetic Causes of MR

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

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Prenatal Genetic Causes of MR

• 1. Down Syndrome
• 2. Phenylketonuria
• 3. Fragile X Syndrome

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1. Down Syndrome

• Down syndrome is an example of a chromosomal
  disorder. Chromosomal disorders happen
  sporadically and are caused by too many or too
  few chromosomes, or by a change in structure of a
  chromosome.
• Trisomy 21-Extra chromosome on 21
• We have 23 pairs 46 DS 47 (3 on 21).
• Older women are, greater the likelihood of Downs
  Syndrome child.

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2. Phenylketonuria (PKU)

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

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3. Fragile X Syndrome

• Fragile X syndrome- a single gene disorder
  located on the X chromosome and is the leading
  inherited cause of mental retardation.
• Males XY and Females are XX. The most common
  inherited cause of MR.
• CGG sequence in normal DNA occurs less than 50
  times. In those with Fragile X it occurs more
  than 200 times.
• More common in boys-They only have one X, so if
  the X is fragile, none other to compensate.

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Problems During Pregnancy

• Use of alcohol or drugs by the pregnant mother
  can cause mental retardation.
• Fetal Alcohol Syndrome (FAS)-Occurs when the
  mothers excessive alcohol use during pregnancy
  has toxic effects on the fetus, including
  physical defects and developmental delays
• Recent research has implicated smoking in
  increasing the risk of mental retardation.
• Crack baby issues

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Postnatal Issues

• Illnesses Childhood diseases such as chicken
  pox, measles, and any disease which may lead to
  meningitis can damage the brain, as can accidents
  such as a blow to the head or near drowning.
• Toxins Lead, mercury and other environmental
  toxins can cause irreparable damage to the brain
  and nervous system.

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Postnatal Issues

• Poverty and cultural deprivation - Children in
  poor families may become mentally retarded
  because of
• Malnutrition
• Disease-producing conditions
• Inadequate medical care
• Environmental health hazards

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Postnatal Issues

• Also, children in disadvantaged areas may be
  deprived of many common cultural and day-to-day
  experiences provided to other youngsters.
• Research suggests that such under-stimulation can
  result in irreversible damage and can serve as a
  cause of mental retardation.

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

• Encourage interaction with children without
  disabilities.

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VI. Classroom Management Strategies

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

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VI. Classroom Management Strategies

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