1. Mental Retardation
SPED 300

2. Mild Mental Retardation
IQ scores between 55 to 70
Need only intermittent to limited support
Typically do not “look” different from their non-disabled peers
Academic function may be the only noticeable area of disability
Often not identified until entering school
Case study: “John”

3. Moderate to Severe Mental Retardation
IQ scores between 35 to 54 = moderate
IQ scores between = severe
Need limited to extensive supports
Likely to have “recognizable” syndrome such as Down Syndrome
Significant developmental delays
Typically identified as infants or toddlers
Limited adult independence

4. Moderate to Severe Mental Retardation
Group homes or semi-independent living situations
Family counseling and respite care if continue living with family
Oftentimes work will be in sheltered workshops, with payment matching productivity
Case study: “Mary”

5. Profound Mental Retardation
IQ scores below 20
Need services at the pervasive level, typically throughout their lives
Likely to have multiple disabilities, especially in areas of mobility and communication
Some live in institutions but most live in group homes
Case study: “Ronald”

6. Inclusionary Tactics Team approach with roles assigned through IEP
Direct Instruction
Model the concept
Provide structured practice
Give ample feedback
Opportunities for guided and independent practice

7. Inclusionary Tactics Task Variation Computer-Assisted Instruction
Previously learned tasks are interspersed with those that have been recently mastered
Computer-Assisted Instruction
Used in combination with teacher-directed instruction
Provides guided and independent practice

8. Inclusionary Tactics Cooperative learning groups Peer tutoring
“Lecture-Pause” approach
6-8 minutes of lecture
2-4 minute pauses to discuss lecture and share notes in small groups

9. Inclusionary Tactics Paraprofessional in the classroom
Flexible learning objectives
Provide concrete, not abstract, examples
Integrate daily living skills (e.g., use of deodorant after gym class)

10. Summary Education used to be in separate classrooms and schools
Now 90% attend regular schools and about one-third spend 40% of the school day in mainstream classrooms
Even those with severe or profound MR may be included in regular classrooms for a least part of the day