Chapter Five

1. Chapter Five Individuals with Mental Retardation or Intellectual Disabilities

2. Defining Mental Retardation or Intellectual Disability Terminology: • Intellectual functioning • Adaptive behaviors • Developmental period • Adaptive skill areas

3. The Normal or Bell-Shaped Curve of Intelligence Distribution

4. AAMR Adaptive Skill Areas

5. Defining Mental Retardation or Intellectual Disability • 1961 AAMR definition • “Subaverage general intellectual functioning which originates during the developmental period and is associated with impairments in adaptive behavior.” • 1973 AAMR definition • “Significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, and manifested during the developmental period.” • 1983 AAMR definition • “Significantly subaverage general intellectual functioning resulting in or associated with concurrent impairment in adaptive behavior and manifested during the developmental period.”

6. Defining Mental Retardation or Intellectual Disability continued • 1992 AAMR definition • “Significantly subaverage intellectual functioning, existing concurrently with related limitations in two or more of the following applicable adaptive skill areas: communication, self-care, home living, social skills, community use, self-direction, health and safety, functional academics, leisure, and work. Mental retardation manifests before age 18.” • 2002 AAMR definition • “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.”

7. Model of 1992 AAMR Definition

8. Assessing Intellectual Ability and Adaptive Behavior • Assessing Intellectual Ability (IQ testing) • Problems: • Potential for cultural bias • Flexibility of IQ scores • Overemphasis on IQ scores • Assessing Adaptive Behavior • Considers the context of the individual’s environment and cultural influences • Often measured by direct observation, interviews, behavior rating scales

9. Classification of Individuals with Mental Retardation or Intellectual Disabilities • Etiological perspective • Intellectual deficits • Educational perspective • Levels of supports

10. Classification of Mental Retardation According to Measured Intelligence

11. Classification of Mental Retardation According to Intensities of Supports

12. Brief History of the Field • Early Civilizations • The Middle Ages • Early optimism (early nineteenth century) • Protection and pessimism (late nineteenth and early twentieth centuries) • Emergence of public education for students with mental retardation

13. Prevalence of Mental Retardation or Intellectual Disabilities

14. Possible Sources for Causes of Mental Retardation • Prenatal (before birth) • chromosomal, maternal infections, environmental factors, unknown influences • Perinatal (during birth) • gestational disorders, neonatal complications • Postnatal (after birth) • infections and intoxicants, environmental factors

15. Possible Causes of Mental Retardation

16. Prevention of Mental Retardation and Intellectual Disabilities • Prevention Levels: • Primary (before onset or occurrence) • Prenatal care, genetic testing, ultrasound • Secondary (reduce risk factors) • Newborn screening • Tertiary (interventions) • Aimed at maximizing the quality of life for a person with a disability

17. Learning Characteristics -attention -memory -academic performance -motivation -generalization -language development Social and Behavioral Characteristics -interpersonal skills -socially appropriate interactions -friendships Characteristics of Individuals with Mental Retardation or Intellectual Disabilities

18. Educational Placements

19. Educational Considerations • Functional academics/functional curriculum • Community-based instruction IEP teams must consider: student and family preferences, student’s age and years left in school, rate of learning, current and future settings, other skill needs

20. Effective Instructional Techniques • High expectations • Task analysis • Cooperative learning • Scaffolding • Inclusion strategies: • Modify instruction, materials, and assessments • Teach organizational skills • Monitor progress of all students • Collaborate with families

21. Services for Young Children with Mental Retardation or Intellectual Disabilities Early intervention can be defined as the services and supports rendered to children with disabilities or those who evidence risk factors, younger than age 5, and their families.

22. Transition into Adulthood • Transition planning • Independent living • Employment • Sheltered workshop • Supported competitive employment • Job coach

23. Adults with Mental Retardation • Integration in all aspects of daily life with nondisabled peers • Self-determination: decision-making capacity must be fostered • Self-advocacy: encourage people with mental retardation to advocate for their own wants and needs

24. Family Issues • Families with a child with mental retardation may experience a wide range of concerns and often rely on a support network made up of friends and family members in addition to parent organizations and professional groups.

25. Issues of Diversity • Overrepresentation of minority students in special education programs • Culturally biased assessment tools and practices • Teacher expectations

26. Technology and Individuals with Mental Retardation or Intellectual Disabilities • Instructional technology • Assistive technology

27. Technology and Individuals with Mental Retardation or Intellectual Disabilities (continued)

28. Trends, Issues, and Controversies • Genetic testing • Quality of life • Attitudinal changes • Technology and medical advances • Inclusive education • Increased self-advocacy and self-determination