1. Copyright © 2007 Allyn & Bacon Chapter 8 Mental Retardation This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental lease, or lending of the program. Introduction to Special Education: Making a Difference 6th Edition

2. Copyright © 2007 Allyn & Bacon Focus Questions What are the key components of the 2002 AAMR definition of mental retardation? What are the key components of the 2002 AAMR definition of mental retardation? How are levels of severity and outcomes of mental retardation grouped? How are levels of severity and outcomes of mental retardation grouped? How are the causes of mental retardation organized, and what are some of the specific causes within each group? How are the causes of mental retardation organized, and what are some of the specific causes within each group? What are four sources of supports? What are four sources of supports? What are two specialized instructional approaches for students with mental retardation? What are two specialized instructional approaches for students with mental retardation? How can educators be more effective when working with families of students with mental retardation? How can educators be more effective when working with families of students with mental retardation?

3. Copyright © 2007 Allyn & Bacon Challenge Question What are some examples of the four levels of supports, and how do they make a difference in the lives of people with mental retardation? What are some examples of the four levels of supports, and how do they make a difference in the lives of people with mental retardation?

4. Copyright © 2007 Allyn & Bacon History of the Field 1798: Jean-Marc-Gaspard Itard begins work with Victor 1798: Jean-Marc-Gaspard Itard begins work with Victor 1848: Samuel Gridley Howe expands the Perkins Institute for the Blind in Boston to include individuals with mental retardation 1848: Samuel Gridley Howe expands the Perkins Institute for the Blind in Boston to include individuals with mental retardation 1876: Oldest US organization in special education called the Association of Medical Officers of American Institutions and is now named the American Association on Mental Retardation (AAMR) 1876: Oldest US organization in special education called the Association of Medical Officers of American Institutions and is now named the American Association on Mental Retardation (AAMR) 1877 – 1912: Richard Dugdale and Henry Goddard maintain that because mental retardation was passed on by heredity, nothing could be done and people with MR should be removed from society 1877 – 1912: Richard Dugdale and Henry Goddard maintain that because mental retardation was passed on by heredity, nothing could be done and people with MR should be removed from society

5. Copyright © 2007 Allyn & Bacon History of the Field 1921: AAMR releases its first definition 1921: AAMR releases its first definition 1954: The Association for Retarded Citizens (now called ARC) is founded by a group of concerned parents 1954: The Association for Retarded Citizens (now called ARC) is founded by a group of concerned parents 1960s: Bengt Nirje publishes concept of normalization 1960s: Bengt Nirje publishes concept of normalization 1970s: Wolf Wolfensberger calls for deinstitutionalization 1970s: Wolf Wolfensberger calls for deinstitutionalization 1991: New Hampshire resolves to close their remaining institution and is the first state to pledge that all individuals with mental retardation will live community-integrated lives 1991: New Hampshire resolves to close their remaining institution and is the first state to pledge that all individuals with mental retardation will live community-integrated lives 2002: AAMR sets forth a new definition of mental retardation (this is its tenth definition) 2002: AAMR sets forth a new definition of mental retardation (this is its tenth definition)

6. Copyright © 2007 Allyn & Bacon Mental Retardation Mental Retardation: Mental Retardation: Affects learning Affects learning Impairs cognition Impairs cognition Is only one attribute of people with this disability Is only one attribute of people with this disability Is a serious disability Is a serious disability People with mental retardation: People with mental retardation: Are people first Are people first Have hopes and dreams like everyone else Have hopes and dreams like everyone else Face many obstacles Face many obstacles Often require considerable support Often require considerable support

7. Copyright © 2007 Allyn & Bacon Thinking About Dilemmas to Solve Think about: Think about: How these students’ educational needs can best be met How these students’ educational needs can best be met How they can be prepared for life’s challenges through the general education curriculum How they can be prepared for life’s challenges through the general education curriculum How the history of their treatment in society cannot be repeated How the history of their treatment in society cannot be repeated How they can achieve a high quality of life How they can achieve a high quality of life How the educational system can best provide for them How the educational system can best provide for them

8. Copyright © 2007 Allyn & Bacon Mental Retardation Defined American Association of Mental Retardation (AAMR) definition: American Association of Mental Retardation (AAMR) definition: 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. This disability originates before age 18. (Luckasson et al., 2002, p. 1) 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. This disability originates before age 18. (Luckasson et al., 2002, p. 1) This is a continuation of a paradigm shift the AAMR initiated in 1992 This is a continuation of a paradigm shift the AAMR initiated in 1992 The AAMR is moving away from a deficit perspective to a more positive one The AAMR is moving away from a deficit perspective to a more positive one This definition: This definition: retains its positive outlook returns to a cautious use of IQ scores strengthens the concepts of adaptive behavior and systems of support

9. Copyright © 2007 Allyn & Bacon AAMR Major Components of Mental Retardation

10. Copyright © 2007 Allyn & Bacon Characteristics Three defining characteristics are problems with: Three defining characteristics are problems with: Cognition Cognition Adaptive Behavior Adaptive Behavior Needing supports to sustain independence Needing supports to sustain independence Cognitive impairments affect: Cognitive impairments affect: Communication Communication Attention Attention Memory Memory Generalization abilities Generalization abilities Motivation Motivation Adaptive behavior Adaptive behavior Vital to individual’s successful functioning as an adult in the community Best developed when taught directly Supports Needed Supports Needed Natural Nonpaid Generic Specialized

11. Copyright © 2007 Allyn & Bacon Prevalence Slightly more than 1% of school children between the ages of 6 and 17 are identified Slightly more than 1% of school children between the ages of 6 and 17 are identified Why is this percent lower than the estimated 3%? Why is this percent lower than the estimated 3%? Districts prefer to use other categories Districts prefer to use other categories Overrepresentation of African American students Overrepresentation of African American students

12. Copyright © 2007 Allyn & Bacon Causes Causes Causes Many remain unidentified (The Arc, 2002) Many remain unidentified (The Arc, 2002) AAMR organizes by time of onset AAMR organizes by time of onset Prenatal Prenatal Perinatal Perinatal Postnatal Postnatal Toxins Toxins FAS FAS Lead poisoning Lead poisoning Mercury, pesticides and industrial pollution Mercury, pesticides and industrial pollution Low birth weight Low birth weight Child abuse and neglect Child abuse and neglect Discrimination and bias Discrimination and bias Genetic causes Genetic causes Genetic Causes Genetic Causes Down Syndrome An extra chromosome attaches to the 21 st pair Phenylketonuria (PKU) Metabolic error in processing protein; can be controlled by diet Tay-Sachs A metabolic error in processing fats Tuberous Sclerosis A progressive neurological disorder Fragile X Syndrome A condition identified by a break or weakness on the long arm of the X chromosome

13. Copyright © 2007 Allyn & BaconPrevention 50% of all cases of mental retardation could have been prevented 50% of all cases of mental retardation could have been prevented Ways to prevent mental retardation: Ways to prevent mental retardation: Education Testing expectant mothers Analyzing risk factors Screening infants Prenatal Care PKU screening Vaccinations Nurturing home and school environments Medical procedures for hydrocephaly

14. Copyright © 2007 Allyn & Bacon Identification and Assessment Students with MR are identified by assessing their intellectual functioning and their adaptive skill abilities Students with MR are identified by assessing their intellectual functioning and their adaptive skill abilities After identification, an assessment of the need for support is conducted to determine interventions and intensity of services After identification, an assessment of the need for support is conducted to determine interventions and intensity of services IQ tests have been criticized because they: IQ tests have been criticized because they: Do not reliably predict an individual’s abilities Do not reliably predict an individual’s abilities Discriminate against culturally and linguistically diverse students Discriminate against culturally and linguistically diverse students Do not lead to educationally useable results (National Research Council, 2002) Do not lead to educationally useable results (National Research Council, 2002) Assessment of individuals’ adaptive behavior remains important for this category Assessment of individuals’ adaptive behavior remains important for this category

15. Copyright © 2007 Allyn & Bacon Impact of Mental Retardation People with mental retardation experience the impact of strong negative attitudes and perceptions People with mental retardation experience the impact of strong negative attitudes and perceptions They may be victims of prejudice and discrimination They may be victims of prejudice and discrimination

16. Copyright © 2007 Allyn & Bacon Early Childhood Education Benefits of inclusion Benefits of inclusion Children with and without disabilities play together Children with and without disabilities play together Children with disabilities show higher rates of socialization Children with disabilities show higher rates of socialization Typically developing children have no negative consequences Typically developing children have no negative consequences Typically developing children show a greater appreciation and respect for individual differences Typically developing children show a greater appreciation and respect for individual differences Key features of effective preschool settings Key features of effective preschool settings Full day program Accredited Well prepared teachers 1/3 of students have disabilities Positive interactions with children Family partnerships Multidisciplinary team approach Fun environment

17. Copyright © 2007 Allyn & Bacon Elementary Through High School Functional curriculum includes these skills Functional curriculum includes these skills Personal maintenance and development Personal maintenance and development Homemaking and community life Homemaking and community life Work and career Work and career Recreational activities Recreational activities Travel in the community Travel in the community Reading, writing, and math focuses on practical skills Reading, writing, and math focuses on practical skills Decision-making Decision-making Teachers often use task analysis to teach functional skills Teachers often use task analysis to teach functional skills Community based instruction (CBI) Community based instruction (CBI) Strategy for teaching functional and adaptive skills in the environments in which they should occur naturally Skills are taught in at least four different situations Vocational Community Recreation and leisure Home and family Better chance for generalization Doesn’t foster inclusive practices

18. Copyright © 2007 Allyn & Bacon Collaboration for Inclusion Inclusion means different things to different people Inclusion means different things to different people Only about 14% of students with mental retardation use the general education classroom as their primary placement Only about 14% of students with mental retardation use the general education classroom as their primary placement Students need time in classrooms that teach functional skills so these students will have good adult development Students need time in classrooms that teach functional skills so these students will have good adult development

19. Copyright © 2007 Allyn & Bacon Transition Through Adulthood Employment can be facilitated by : Employment can be facilitated by : Supported employment Natural supports Quality-of-life indicators reported by people with disabilities (Gardner, et al., 1997) Quality-of-life indicators reported by people with disabilities (Gardner, et al., 1997) Have economic resources Experience security Have personal possessions Are free from abuse and neglect Participate in the community Choose free time

20. Copyright © 2007 Allyn & Bacon Families Educators should: Educators should: Develop meaningful partnerships with their students’ families Develop meaningful partnerships with their students’ families Recognize all significant members of the family unit Recognize all significant members of the family unit Understand that family members’ support extends far beyond the school day including the years after school is completed Understand that family members’ support extends far beyond the school day including the years after school is completed Include the entire family unit in planning meetings about the student’s educational program Include the entire family unit in planning meetings about the student’s educational program

21. Copyright © 2007 Allyn & Bacon Challenge Question What are some examples of the four levels of support, and how do they make a difference in the lives of people with mental retardation? What are some examples of the four levels of support, and how do they make a difference in the lives of people with mental retardation? The primary goals for most individuals with mental retardation is to achieve a life of autonomy and self- direction with normalized living arrangements and satisfying personal relationships The primary goals for most individuals with mental retardation is to achieve a life of autonomy and self- direction with normalized living arrangements and satisfying personal relationships To achieve this, support must be in place To achieve this, support must be in place Supports vary based on the individual’s needs and could be: Supports vary based on the individual’s needs and could be: Limited Limited Intermittent Intermittent Extensive Extensive Pervasive Pervasive