Students with
Mental Retardation/
Intellectual Disabilities
Chapter 5
© 2009 The McGraw-Hill Companies, Inc.
What is the History of
Mental Retardation/Intellectual
Disabilities?

Early History
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Rejection and isolation
20th Century
Hospitals and institutions were provided.
 Eugenics movement
 Rise of advocacy organizations and court
challenges
 Passage of IDEA in 1975

Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
Why the Use of Two Terms?

Mental Retardation vs. Intellectual Disabilities
Negative connotations for MR, but used in IDEA 04
 ID is less stigmatizing, but may be a less clear term
than MR

Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the IDEA 04 Definition?

Mental retardation is “significantly sub-average
intellectual functioning, existing concurrently with
deficits in adaptive behavior and manifested during
the developmental period, that adversely affects a
child’s educational performance.”
IQ below 70-75
 Deficits in adaptive behaviors
 Present before age 18
 Adversely affects educational performance

Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How Are Students Classified?

Severity (Used in schools since the 1980s and
based on IQ)
Mild = 50 to 70-75, Moderate = 35 to 50
 Severe = 20 to 35, Profound = Below 20

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AAMR Levels of Support Needed
Intermittent
 Limited
 Extensive
 Pervasive

Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What is the Prevalence
of Mental Retardation/Intellectual
Disabilities?
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

1% of students in school are classified as
having mental retardation.
Overrepresentation of some minority groups –
greater likelihood of identification as having
mental retardation among African Americans.
56% males (aged 6-17)
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are the Causes of
Intellectual Disabilities?

Genetic and Chromosomal – Examples include:


Environmental – Examples include:
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Tuberous Sclerosis, Neurofibromatosis, PKU,
Galactosemia, Hurler Syndrome, Tay Sachs, Hunter
Syndrome, Lesch-Nyan Syndrome, Fragile X, Rett
Syndrome, Down Syndrome
Toxoplasmosis, Rubella, Cytomegalovirus, Radiation,
Malnutrition, Maternal Age, Maternal Health, Drug and
Substance Abuse, Blood Type Incompatibility
Psychosocial Factors – Examples include:

Poverty, Malnutrition, Inadequate Health Care

May contribute to mental retardation rather than be a direct cause
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
Can Mental Retardation/Intellectual
Disabilities Be Prevented?

Medical Technology and Testing
Magnetic imaging and computer tomography
 Amniocentensis and Chorion villus sampling


Good Prenatal Care and Early Intervention
Services
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Possible Characteristics of
Students with Intellectual Disabilities?
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Difficulties learning
Deficits in social-personal skills
Deficits in adaptive behavior skills
Attention difficulties
Memory deficits
Difficulty transferring and generalizing skills
Speech and Language delays
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
How are Students with
Mental Retardation Identified?



Intelligence Testing (IQ below 70-75)
Adaptive Skills Assessments (deficits in
adaptive skills)
Academic Skills Assessments (adversely
affects educational performance)
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Do I Teach Students with
Intellectual Disabilities?



Person-centered planning
Basic academic skills
Functional curriculum

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
Functional academics, independent life skills, selfdetermination, self-advocacy
Community-based instruction
Transition planning
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© 2009 The McGraw-Hill Companies, Inc.
How Do I Teach Students with
Intellectual Disabilities?

Direct instruction with clear objectives, advance
organizers, “think-aloud” model, guided practice,
independent practice, post-organizers
Focus on task analysis
 Focus on sequencing tasks for recognition, recall,
reconstruction
 Focus on presentation and practice, including use
of prompts


Generalization
Taylor/Smiley/Richards, Exceptional Students
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What Are Considerations for the
Instructional Environment?
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Create a flexible classroom arrangement
Use natural environments
Location of materials
Provide quiet areas
Provide areas for play and communication
Carrels, tables, desks
Job skills areas
Groupings


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Cooperative learning
Peer tutoring
Whole group
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What Types of Instructional
Technology Can be Used?

Technology that removes barriers


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Technology that adapts the curriculum
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Talking calculators
Voice recognition software
Use of computers to supplement instruction
Best Buddies International (e-Buddies)
User-friendly materials
Alternative forms of communication
Consider the diverse backgrounds and family needs
Taylor/Smiley/Richards, Exceptional Students
© 2009 The McGraw-Hill Companies, Inc.
What are Some Considerations for the
General Education Teacher?

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Have high expectations for success
Make accommodations and adapations as
needed
Consider cascade of integration options
Plan and explicitly teach skills
Encourage self-determination
Utilize inclusive service-learning
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© 2009 The McGraw-Hill Companies, Inc.