1. Description of Mentally Disabled Classification AAMR 2002 Definition of Mental Retardation 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. MD children exhibit delayed development. Cognitive skills Language skills Motor skills. MD students’ difficulties in day-to-day tasks lead to poor social skills. Impulsivity Low frustration tolerance Aggression Education is more difficult for many MD students due to health problems. Seizures Visual impairment Insensitivity in hearing Cardiovascular problems Citations: Curriculum Guide for S.C. Teacher Cadet Course | Experiencing Education, Tenth Edition Luckasson, R., et al, (2002). Mental retardation: Definition, classification, and systems of support (10th ed.). Washington, DC: AAMR. Presented by Bennett Meares

2. Diagnosis Age determines the diagnosis. <18 years is mental retardation (now intellectual disability according to DSM-5) >18 years is dementia The patient must score below 70 points on an IQ test. His performance determines the severity of his condition. 48 < IQ < 70 is mild 25 < IQ < 70 is moderate 0 < IQ < 25 is severe The American Association on Intellectual and Developmental Disabilities has specific criteria for diagnosis. 1. Limitations in present functioning must be considered within the context of community environments typical of the individual’s age, peers and culture. 2. Valid assessment considers cultural and linguistic diversity as well as difference in communication, sensory, motor and behavioral factors. 3. Within an individual, limitations often coexist with strengths. 4. An important purpose of describing limitations is to develop a profile of needed supports. 5. With appropriate personalized supports over a sustained period, the life functioning of the person with intellectual disability generally will improve Citations: The Arc, thearc.org Psychology Today, psychologytoday.com American Association on Intellectual and Developmental Disabilities, aamr.org American Psychiatric Association, dsm5.org Diagnostic and Statistical Manual of Mental Disorders, 5th Edition: DSM-5

3. Treatment The main goal of treating MD students is to aid them in development to the fullest. Inclusion into the community Lessen dependency (if possible) MD students need special attention from many different sources to thrive. Respite care Family support Vocational activities Social worker assistance Although most MD cases are genetic, some are preventable. Avoid exposure to toxic substances Do not consume alcohol or non-prescription drugs during pregnancy Vaccination Rubella Syndrome results in mental disability and is wholly preventable. Avoid contact with cat feces, especially during pregnancy Cat feces often carries parasitic Toxoplasma gondii which results in toxoplasmosis, a disease which may increase risk of intellectual disability. Citations: The Arc, thearc.org The New York Times, nytimes.com

4. Legal Protection There is legislation in place protecting MD patients’ rights to work. The Civil Rights of Institutionalized Persons Act of 1980 (CRIPA) Allows the attorney general to intervene on behalf of institutionalized people whose rights may have been oppressed The Omnibus Budget Reconciliation Act of 1987 (AKA the Nursing Home Reform Act) Requires states to conduct Pre-admission Screening and Resident Review (PASRR) of individuals with disabilities to determine if patients need nursing-level care. The ADA Amendments Act (ADAAA) of 2008 (P.L. 110-325) Redefines “major life activities” in ways that make it easier for people with intellectual disabilities to qualify for protections against employment discrimination under the ADA. Rosa’s Law of 2010 (P.L. 111-256) Officially changes the terms mental retardation and mentally retarded to intellectual disability and intellectually disabled. Citations: The Arc, thearc.org Arizona Department of Education, azed.gov