Cognitive Impairments (Mental Retardation)

1. Cognitive Impairments(Mental Retardation) By: Courtney Lowell

2. Mental Retardation • Mental retardation is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills.(Mental Retardation, 2002)

3. What Causes Mental Retardation? • Genetic conditions- abnormal genes inherited from parents. • Problems during pregnancy: Mental retardation can result when the baby does not develop inside the mother properly. • Problems at birth: not getting enough oxygen could cause mental retardation. • Health problems: Diseases like whooping cough, measles, or meningitis can also cause mental retardation. Malnutrition can also be a cause.

4. Mental Retardation IS NOT a Disease • You cannot catch mental retardation from anyone. • It is not a type of mental illness. • There is no cure for mental retardation. • Most children with mental retardation can learn to do many things, it just takes them more time and effort than other children.

5. Are There Signs of Mental Retardation? Some signs of children with mental retardation may include the following: • Sit up, crawl, or walk later than other children. • Learn to talk later, or have trouble speaking. • Find it hard to remember things. • Having trouble understanding social rules. • Have trouble seeing consequences of their own actions. • Have trouble thinking logically.

6. Is Mental Retardation Common? • As many as 3 out of every 100 people in the country have mental retardation. • Over 614,000 children ages 6-21 have some level of mental retardation and need special education in school. • 1 out of every 10 children who need special education have some form of mental retardation. (Mental Retardation, 2002)

7. Specific Types of Cognitive Impairments • Down syndrome • Phenylketonuria (PKU) • Fragile X syndrome

8. Down Syndrome • Down syndrome is a genetic condition when an individual has 47 chromosomes instead of the normal 26.

9. Characteristics of Down Syndrome • Mental retardation, usually the moderate range • Short stature • Flat, broad face with small ears and nose • Hyperflexibility of joints • Small skull with flattened back of the head and soft spots • Upward slanting of with folds of skin • Premature aging

10. Prevalence of Down Syndrome Occurs once in every 1,500-2,00 births when the mother’s age is below 25. Occurs once in every 400 births when the mother’s age is over 35. Occurs once in every 40 births when the mother’s age is over 45. When a mother with a child who has Down Syndrome, the child has a 1in25 chance of having Down Syndrome. Down Syndrome accounts for approximately 10% of the mentally retarded individuals with moderate and severe forms of mental retardation.

12. Phenylketonuria (PKU) • PKU is an inherited condition which prevents the affected individual from normally metabolizing one of the essential amino acids found in all protein foods. • People suffering from PKU lack an enzyme that is essential to break down an amino acid known as phenylalanine which is generally found in protein foods. • The excessive amount of phenylalanine in the blood causes irreparable damage to the brain if left undetected.

13. Characteristics of PKU • IQ may be somewhat lower than expected • Have difficulties with tasks involving organization and planning • Musty body odor • Small head and prominent cheek and upper jaw bones • Widely spaced teeth • Seizures • Skin rashes

14. Fragile X Syndrome • Is a well-recognized cause of intellectual disability and developmental delays in males and females • It is a genetic condition involving changes in part of the X chromosome • It is caused by a change in the FMR1 gene

15. Characteristics of Fragile X Syndrome • Moderate to sever mental retardation • Behavioral problems • Hyperactivity • Gaze aversion • Flat feet • Long face

16. Strategies in the Classroom • Learn as much as you can about mental retardation • Find out what the student’s strengths and interests are, and emphasize on them • If not part of an IEP team, as for a copy of his or her IEP • Demonstrate what you mean rather than just giving verbal directions • Break longer, new tasks into small steps. Have the students do the steps, one at a time and provide assistance when necessary.

17. Strategies Continued… • Give the student immediate feedback • Teach the student life skills such as daily • living, social skills, as appropriate. • Try to involve the student in group activities or clubs • Work together with the student’s parents and other school personnel to create and implement an educational plan based on meeting the student’s needs.

18. Using Differentiated Instruction • Differentiated instruction is defined as the planning of curriculum and instruction using strategies that address student strengths, interests, skills, and readiness in flexible learning environments. ( Gartin, Murdick, Imbeau, Perner, 2002)

19. High Quality Differentiated Instruction INCLUDES THE FOLLOWING: • Is engaging to the student • Joyful or satisfying • Provides choices • Connects with the student’s lives and world • Is fresh and surprising • Allows meaningful collaboration • Seems real or is real to the student • Has clear expectations

20. Differentiated Instruction for the Cognitively Impaired Seating: • Quiet places • Flexible seating-study carrels, loner seats, reading corners, headphone area arrangements and grouping • Multiple use areas- tutorial stations and group work area.

21. Classroom Organization • Well established daily routines • Multiple signals and cues to prepare students for changes in activity • Student assignments given orally, posted on the board and written in assignment workbooks • Manipulatives and materials stored for easy access

22. Instructional Adaptations • Chunk content into small segments • Provide student with outlines or lecture notes beforehand • Have material read aloud • Accompany lectured with visual materials such as overheads, graphic organizers, and maps • Hands on activities • Highlight essential ideas and facts in the text or handouts • Include demonstrations

23. Universal Design of Learning Ways teachers can integrate the principles of universal design in lesson planning: • Consider multiple learning styles when presenting information • Promote engagement by giving students choices of content, assignments, responses, and materials • Allow students to respond to assignments in multiple ways • Teach to multiple levels of ability • Use curriculum overlapping • Use ongoing assessment

24. Websites for Teachers • http://forums.atozteacherstuff.com/showthread.php?t=23906 • http://www.teachingtips.com/blog/2008/06/25/the-ultimate-guide-to-special-needs-teaching-100-resources-and-links/ • http://www.literacy.uconn.edu/spnhome.htm

25. Bibliography • Mental retardation (2002) National Information Center for Children and Youth with Disabilities, 3-5. • Dianne, Ferrara. (1984) What is down syndrome? ERIC Clearinghouse on Handicapped and Gifted Children. (2). • Dennis, Lockyer, Lazenby, Donnelly, Wilkinson, Schoonhey. (1999) Intelligence patterns among children with high- functioning autism, phenylketonuria, and childhood head injury. Journal of Autism and Developmental Disorders, (8).

26. Bibliography Continued… • Lombroso, Paul, Ogren, Marilee. (2008) Fragile x syndrome: keys to the molecular genetics of synaptic placticity. Clinical Implications of Basic Research, (736). • Gartin, Murdick, Imbeau, Perner. (2002) How to use differentiated instruction with students with developmental disabilities in the general education classroom. Council for Exception Children, 12, 18, 30. • Lynch, Sharon, Warner, Laverne, (2008) Creating lesson plans for all learners. Kappa Delta Pi Record, (12).