Introduction to Teaching Individuals with Mental Retardation

1. Introduction to Teaching Individuals with Mental Retardation NATIONAL ASSOCIATION OF SPECIAL EDUCATION TEACHERS

2. CHILDREN WITH MENTAL RETARDATION AN OVERVIEW I. Definition II. Prevalence III. Levels of Intensities and Supports IV. Degrees of MR V. Causes of MR VI. Classroom Management Strategies

3. I. Definition • The Individuals with Disabilities Education Act (IDEA) provides the following technical definition for mental retardation: • "Mental retardation means significantly sub-average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance."

4. I. Definition • "General intellectual functioning" is typically measured by an intelligence test. Persons with mental retardation usually score 70 or below on such tests (or at least 2 standard deviations below the mean on the normal curve).

5. I. Definition • "Adaptive behavior"refers to a person's adjustment to everyday life. It refers to an individual’s ability to meet social requirements of his or her community that are appropriate for his or her chronological age. It is an indication of independence and social competency.

6. I. Definition • Children with mental retardation become adults; they do not remain "eternal children." They do learn, but slowly, and with difficulty.

7. II.Prevalence • Research suggest that approximately 1-2% of the general population has mental retardation (when both intelligence and adaptive behavior measures are used).

8. II. Prevalence • According to data reported to the U.S. Department of Education, there are approximately 611,076 students ages 6-21 were classified as having mental retardation and were provided services by the public schools. • This figure represents approximately 2 % of the total school enrollment for that year

9. II. Prevalence • 11% of those students receiving special education during the school year are classified as having Mental Retardation • MR is one of the “Big Four”

10. III. Levels and Intensities of “Support” • AAMR is the American Association on Mental Retardation • AAMR’s 2002 definition is based on how much “Levels and Intensities of Support” an individual with MR needs

11. III. Levels and Intensities of Support • Supports are defined as the resources and individual strategies necessary to promote the development, education, interests, and personal well being of a person with mental retardation. • Supports can be provided by a parent, friend, teacher, psychologist, and doctor or by any appropriate person or agency.

12. 4 Levels of Intensities and Supports The 4 Levels of Intensities and Supports (from least to most intensive and supportive) 1. Intermittent 2. Limited 3. Extensive 4. Pervasive

13. 1. Intermittent Support Intermittent Support- Support is not always needed. It is provided on an "as needed" basis and is most likely to be required at life transitions (e.g. moving from school to work).

14. 2. Limited Support Limited Support - Consistent support is required, though not on a daily basis. The support needed is of a non-intensive nature.

15. 3. Extensive Support Extensive Support - Regular, daily support is required in at least some environments (e.g. daily home-living support).

16. 4. Pervasive Support Pervasive Support - Daily extensive support, perhaps of a life-sustaining nature, is required in multiple environments.

17. IV. Four (4) Degrees of MR Mental retardation may also be broken down into 4 sub-categories (Degrees): 1. Mild 2. Moderate 3. Severe 4. Profound This categorization is not as widely accepted as the AAMR definition

18. 1. Mild MR • IQ 55-69 • Make up 85% of all MR cases • Can read up to 7th grade level • Require some supervision and support • Will require special education services • Can be in regular school with special ed. services • Considered “educable” • Can get jobs later in life and be relatively independent

19. IQ 35-54 Considered “trainable” Make up 10% of all MR cases Need a very structured classroom environment-Normally taught in self-contained classrooms Will need more supervision later in life Can get jobs but will be very basic semi-skilled ones Difficulties with gross and fine motor coordination 2. Moderate MR

20. 3. Severe MR • IQ 20-34 • Make up about 3% of MR population • Goal is to teach daily living skills and survival skills • Will most likely have to live in a group home or special school

21. 4. Profound MR • **Severe problems in all areas of what was discussed w/re to Severe MR • Will need constant supervision • **Have limited, if any speech • ** IQ less than 20

22. V. Causes of MR MR can be caused by any condition which impairs development of the brain before birth, during birth or in the childhood years. Several hundred causes have been discovered, but in about one-third of the people affected, the cause remains unknown.

23. V. Causes of MR • Prenatal-Occurring before birth • Perinatal-Occurring during birth process • Postnatal-Occurring after birth

24. Prenatal Genetic Causes of MR These result from abnormality of genes inherited from parents, errors when genes combine, or from other disorders of the genes caused during pregnancy by infections, overexposure to x-rays and other factors.

25. Prenatal Genetic Causes of MR 1. Down Syndrome 2. Phenylketonuria 3. Fragile X Syndrome

26. 1. Down Syndrome • Down syndrome is an example of a chromosomal disorder. Chromosomal disorders happen sporadically and are caused by too many or too few chromosomes, or by a change in structure of a chromosome. • Trisomy 21-Extra chromosome on #21 • We have 23 pairs = 46 DS = 47 (3 on # 21). • Older women are, greater the likelihood of Down’s Syndrome child.

27. 2. Phenylketonuria (PKU) • Phenylketonuria (PKU)- A genetic disorder whereby the child is not able to break down an amino acid, phenylalanine (found in many common foods)-Failure to break down phenylalanine can lead to brain damage

28. 3. Fragile X Syndrome • Fragile X syndrome- a single gene disorder located on the X chromosome and is the leading inherited cause of mental retardation. • Males: XY and Females are XX. The most common inherited cause of MR. • CGG sequence in normal DNA occurs less than 50 times. In those with Fragile X it occurs more than 200 times. • More common in boys-They only have one X, so if the X is fragile, none other to compensate.

29. Problems During Pregnancy • Use of alcohol or drugs by the pregnant mother can cause mental retardation. • Fetal Alcohol Syndrome (FAS)-Occurs when the mother’s excessive alcohol use during pregnancy has toxic effects on the fetus, including physical defects and developmental delays • Recent research has implicated smoking in increasing the risk of mental retardation. • “Crack baby” issues

30. Postnatal Issues • Illnesses: Childhood diseases such as: chicken pox, measles, and any disease which may lead to meningitis can damage the brain, as can accidents such as a blow to the head or near drowning. • Toxins: Lead, mercury and other environmental toxins can cause irreparable damage to the brain and nervous system.

31. Postnatal Issues • Poverty and cultural deprivation - Children in poor families may become mentally retarded because of: • Malnutrition • Disease-producing conditions • Inadequate medical care • Environmental health hazards

32. Postnatal Issues • Also, children in disadvantaged areas may be deprived of many common cultural and day-to-day experiences provided to other youngsters. • Research suggests that such under-stimulation can result in irreversible damage and can serve as a cause of mental retardation.

33. VI. Classroom Management Strategies • Allow for many breaks throughout the school day.Children with MR may require time to relax and unwind. Performing tasks will entail using more energy on their part and you must therefore allow them to take many breaks over the course of the school day.

34. VI. Classroom Management Strategies • Always speak directly to the child so he can see you-Never speak with your back to him. The child with MR needs direct contact, and if your back is turned, he may not know that the attention you are giving him is actually being directed at him.

35. VI. Classroom Management Strategies • Assign jobs in the classroom for the child so that he can feel success and accomplishment. Give him ones that you know he can succeed at and feel good about (i.e. erasing the blackboards).

36. VI. Classroom Management Strategies • Monitor the child’s diet. Some children with MR are on very strict diets. During snack time or lunchtime, be sure you know what the child is and is not allowed to eat. Children will have a tendency to “swap lunches or snacks” and in this case it might be harmful if you are not alert to what is happening.

37. VI. Classroom Management Strategies • Build a foundation of success by providing a series of short and simple assignments. In this way, the child can gain a sense of confidence and success.

38. VI. Classroom Management Strategies • Encourage interaction with children without disabilities.

39. VI. Classroom Management Strategies • Have the child be part of a team that takes care of the class pets or some other class activity. Calling it a team will make the child feel more connected.

40. VI. Classroom Management Strategies • Provide the child with some simple job that requires the other students to go to him. For example, place him in charge of attendance and have him check off the children when they report in.