1. Chapter 8
Mental Retardation
(Cognitive or Intellectual Disabilities)
2. Mental Retardation Issues
Normalization “dignity of risk”
Sub areas of retardation
Mild retardation vs. Moderate/Severe
How their educational needs can best be met
General Education Curriculum
3. Mentally Impaired
Federal Definition
Mental retardation means significantly subaverage general intellectual functioning, existing
concurrently with deficits in adaptive behavior and manifested during the developmental period
that adversely affects a child's education performance.
4. MI-Cognitive Impairment
MI Rule Revision-2002
R340.1705 Cognitive Impairment; Determination
Rule 5 1. Cognitive impairment shall be manifested during the developmental period and be
determined through the demonstration of all of the following characteristics
5. Cognitive Impairment (Cont)
a. Development at a rate at or below approximately 2 standard deviations below the mean as
determined thru intellectual assessment
b. Scores approximately within the lowest 6 percentiles on a standardized test in reading and
arithmetic. This requirement will not apply if the student is not of an age, grade, or mental age
appropriate for formal or standardized achievement tests.
6. Cognitive Impairment (Cont)
c. Lack of development primarily in the cognitive
domain
d. Impairment of adaptive behavior
e. Adversely affects a students educational performance
2. A determination of impairment shall be based upon comprehensive evaluation by a
multidisciplinary team, which shall include a psychologist
7. AAMR
AAMR (2002)
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 (systems of support). This disability originates before age 18.
8. Measurement
Adaptive Behavior
“What everyone uses to function is daily life” (Figure 8.2 p. 282)
Conceptual, Social, and Practical
Adaptive Behavior Testing
observation
Scale
9. Systems of Support
Figure 8.3 p. 283
Person’s Capabilities and Adaptive Skills
Risk/Protective Factors
Participation in Life Environments
Intensity of need for support
Source of support
evaluation of support
10. Future
Mild (old MI regulations (EMI)
possible independent or semi-dependent living
Hold a job with guidance
Maintain good social relationships
Contribute to society
Moderate (old MI regulations TMI)
Marked developmental delays
Some degree of independence in self-care
semi-dependent or dependent living
hold a job with lots of supervision
total dependence survival skills
11. Supports
Natural supports
Nonpaid supports
Generic supports
Specialized supports
12. Causes and Prevention
Mental Retardation is caused by many factors, some known and some unknown
Most common
Down syndrome
Fragile x
Fetal alcohol syndrome
13. Groups
Socioeconomic and environmental factors
Injuries
Infections and toxins
Biological
14. AAMR, 2002
Prenatal
Perinatal
Postnatal
15. Prevention
For pregnant women
For children
For society
(Table 8.2 p.290)
16. History
Late 1700s Marc-Gaspard Itard
Mid 19th Century Residential Centers
First in the U.S. 1848 Perkins Inst. For the Blind
By 1917 all but 4 states on institutions
Late 1960’s Deinstitutionalization
17. Educational Goals
Functional Curriculum (focus on life skills)
Self care - daily living skills
Independent living
Communication / Social
Vocational
Domestic / Community
Leisure
Community Based Instruction
Self-Determination
18. Educational Goals
Applied behavior analysis
Task analysis
Repeated opportunities
Transfer of knowledge to real world - generalization
Cue cards or guided notes
Feedback
Simulations
Sequencing
Short term vs long term
19. Transition
Quality of Life
Supported Employment
Independent Living
Collaboration
20. Educational Goals
Placements
LRE
Integrated into regular schools and classrooms
Resource rooms
Self contained classroom
Institutions
21. Educational Goals
Inclusion
benefits
drawback
Middle / High school
18 years old
Friends
22. Trends
Laws have given these individuals lots of benefits
Make life as normal as possible
student
family
sibling
Transition and training programs
Change public attitudes
Medical advancements
Genetic Counseling
Technology
23. Future Needs
Families / Siblings
Dealing with the CI issue
Dealing with the dependence issue
Life long care
Special needs
Guilt
24. Families
Dads
Moms
Grandparents
Siblings