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Mental Retardation

Mental Retardation. SPED 300. 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

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Mental Retardation

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  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 20-34 = 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 • 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

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