Mental+Retardation

= Mental Retardation = = =

Mental Retardation can be defined as cognitive ability that is significantly below average level and a decreased ability to adapt to one's environment. It often manifests during the developmental period, i.e., gestation through age 18 years. It is diagnosed based on an individual’s present limitations in intelligence or mental functioning (IQ score of 70 or below) and trouble with adaptive behavior, ranging from mild to profound. More severe forms of mental retardation are normally associated with a physical or medical cause and are often the result of birth defects affecting the brain and central nervous system. However, children can also be born with normal intelligence and develop mental retardation from illness or injury later in life.

Evidence of reactions towards those with mental retardation go as far back as antiquity where the common solution was, unfortunately, infanticide. Children who were thought of as "defective" were often abandoned, killed, or sold for amusement. The later teachings of Jesus, Buddha, Mohammed, and Confucius eventually advocated humane treatment for those less fortunate, including those who were mentally retarded. As far as scholarly progress, in the 1800s, a physician Jean Marc Gaspard Itard developed curriculum for children with mental retardation to develop their intellect and emotions, emphasizing the importance of learning through the senses. His work pioneered the further study of educational approaches to developing a better lifestyle for those diagnosed with mental retardation.

**Summary of Relevant Research**
Those who have severe mental retardation typically have brain damage which results in physical impairment such as in cerebal palsy and seizure disorders. Around 2.5 to 3 % of the total population are mentally retarded. Work past a 2nd grade level is difficult for most with mental retardation. Only 3 to 4 % of mental retardation cases are considered severe. Profound retardation accounts for only 1 to 2% of those with mental retardation.

- Cognitive deficits result in areas such as memory, attention or language skills. - Failure to adapt and adjust to new situations are also characteristics of mental retardation. - Poor muscle control, limited communication and social skills characterize severe cases. - The American Association on Mental Retardation (AAMR) classifies degrees of mental retardation by the level of support the individual needs: //intermittent support//, //limited support//, //extensive support//, and //pervasive (constant) support//. - Specific conditions with symptoms of mental retardation are fetal alcohol syndrome, cerebal palsy, down syndrome, and Fragile X syndrome.
 * Characteristics:**

The most effective treatment begins early in the individual’s life. Occupational therapy, social skills development, counseling and individualized goals provide support. The government requires public schools to offer appropriate individualized education plans to all with mental retardation.
 * Treatment:**

**Effective Strategies**
• Use simple, short, uncomplicated sentences to ensure maximum understanding. • Repeat instructions or directions frequently and ask the student if further clarification is necessary. • Keep distractions and transitions to a minimum. • Teach specific skills whenever necessary. • Provide an encouraging, supportive learning environment that will capitalize on student success and self-esteem. • Use appropriate program interventions in all areas where necessary to maximize success. • Help the student develop appropriate social skills to support friend and peer relationships. • Teach organizational skills. • Use behavior contracts and reinforce positive behavior if necessary. • Ensure that your routines and rules are consistent. • Keep conversations as normal as possible to maximize inclusion with peers. • You may have to allow the student frequent breaks. • Space short work periods with breaks. • Inform student with several reminders, several minutes apart, before changing from one activity to the next. • Reduce amount of work from usual assignment. • Provide a specific place for turning in assignments. • Provide written and verbal direction with visuals if possible. • Number and sequence steps in a task. • Explain learning expectations to the student before beginning a lesson. • Make sure you have the student’s attention before beginning a lesson. • Limit the number of concepts presented at one time. • Develop a system or code that will let the student know when behavior is not appropriate. • Ignore attention-seeking behaviors that are not disruptive to the classroom or museum. • Teach the student to use “self-talk” to help stay focused (e.g., “The first thing I have to do is ...”) and to curb impulsive behavior (e.g. “Stop and think”). Model this behavior in order to encourage the student to do this. • Use concrete reinforcements or reminders (e.g., the use of stop hand-signals) to help the student change problematic behavior such as “calling out.” • Consequences for inappropriate behavior need to be immediate. • Some students are calmed by quiet background music. • Arrange a quiet area to use when distractions are too great. • Rhythmic activities, such as choral reading, are effective at holding attention. • Establish a signal to indicate frustration. • Teaching concepts through music can be effective. • Make each activity brief. • Ask the student for feedback about helpful learning behaviors and not-so-helpful learning behaviors. For example, “What can we do to make this work?” and “If this was not helpful, why not?”

**Case Studies/ Practical Application**
The Museum of Modern Art's Create·Ability provides monthly programming for those with developmental and learning disabilities. From MoMA's website: //The Museum of Modern Art welcomes you to join us for Create·Ability, a program for individuals with learning and developmental disabilities and their families. Each month, participants focus on a different theme, exploring various artworks in the galleries and creating artworks in the classroom.// http://www.moma.org/learn/programs/access#access_developmentally_disabled

The Metropolitan Museum of Art's weekly Discoveries program uses a thematic approach and an art project to engage visitors with learning and developmental disabilities and their families. From the Discoveries Brochure: //The Metropolitan Museum of Art invites you to Discoveries, a Sunday program for adults and children with learning and/or developmental disabilities, together with friends and family members. Each Discoveries workshop focuses on a theme and includes a gallery tour followed by a related art activity.// http://www.metmuseum.org/events/visitorsdisabilities/developmental

**Potential Partners**
National Association of Special Education Teachers — http://www.naset.org/mentalretardation2.0.html //"The mission of ** The National Association of Special Education Teachers (NASET) ** is to render all possible support and assistance to// //professionals who teach children with special needs. **NASET** seeks to promote standards of excellence and innovation in special// //education research, practice, and policy in order to foster exceptional teaching for exceptional children."//

**References, Resources, and Links Summary of Relevant Research **

 * === ** Council for Exceptional Children — http://www.cec.sped.org/ ** ===
 * === ** [] ** ===
 * === ** American Association of Mental Retardation — http://www.aamr.org/ ** ===
 * === ** http://www.bamaed.ua.edu/spe300/History.html ** ===
 * === ** [] ** ===
 * === ** http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htm) ** ===
 * http://www.moma.org/learn/programs/access#access_developmentally_disabled
 * http://www.metmuseum.org/events/visitorsdisabilities/developmental
 * National Association of Special Education Teachers — http://www.naset.org/mentalretardation2.0.html