1. Read the Chapter in the textbook.
2. Review the Essential Concepts below.
3. Answer and submit the Chapter Outline and Objectives
Remember to include the assignment or question statement before you write your answer.
Essential Conceptsd
Mental retardation is a complex concept that is difficult to define. It involves significant deficits in both intellectual functioning and adaptive behaviorÑboth of which are difficult to measure. Even the slightest rewording in the definition can influence who is considered mentally retarded and consequently, who is eligible for special education services. The most recent definition of mental retardation moves away from deficits within the individual toward levels of support needed in the environment for the individual to function effectively.
Effective instructional methodologies for these students include the use of a task analysis to target skills to be taught, direct and frequent measurement of learnerÕs performance, instructional strategies which provide increased active student responding, use of systematic feedback, strategies for transferring stimulus control, and techniques for promoting generalization and maintenance of skills.
Recent developments in instructional technology provide evidence that individuals with mental retardation can learn skills previously thought beyond their capability. Some children with mental retardation attend special public schools or live in institutional settings. More and more, however, are being educated in their neighborhood schools and are living in neighborhood settings where they make valuable contributions to their communities.
Words such as helpless, unteachable, dependent, and childlike are often associated with people with mental retardation. Less often are people with mental retardation described with positive characteristics, such as hardworking, capable, independent, and productive. Yet, many children and adults with mental retardation are just that: hard-working, capable, independent, and productive members of classrooms and communities. Some individuals with mental retardation, certainly, are not as capable as others, but this same statement can be made about any group of people.
Chapter Outline and Objectives
DEFINITIONS OF MENTAL RETARDATION
1. List the components of the IDEA definition of mental retardation.
2. List the components of the AAMRÕs Ònew definitionÓ of mental retardation.
3. List and describe the levels of needed support outlined in the Ò2002 systemÓ.
IDENTIFICATION AND ASSESSMENT
1. Describe the method for assessing intellectual functioning.
2. Describe the considerations when interpreting the results of IQ tests.
3. Define adaptive behavior.
4. Describe the method for assessing adaptive functioning.
PREVALENCE
1. Describe why estimating prevalence is difficult.
CAUSES AND PREVENTION OF MENTAL RETARDATION
1. List and describe the biological causes of mental retardation.
2. Describe the environmental causes of mental retardation.
3. List the types of preventative measures.
CHARACTERISTICS OF STUDENTS WITH MENTAL RETARDATION
1. Describe the common characteristics of students with mild mental retardation.
2. Describe the common characteristics of students with moderate mental retardation.
3. Describe the common characteristics of students with severe mental retardation.
EDUCATIONAL APPROACHES
1. Identify and describe the curriculum goals for students with mental retardation.
1. Identify and describe effective instructional methods for students with mental retardation.
EDUCATIONAL PLACEMENT ALTERNATIVES
1. Describe the continuum of educational placements for students with mental retardation.
CURRENT ISSUS AND FUTURE TRENDS
1. Discuss issues confronting the field of mental retardation.
1. Can a functional curriculum be taught effectively in inclusive classrooms?
2. Describe the intent of curriculum goals for individuals with mental retardation, providing five examples of such goals for a fictitious child.
3. Describe normalization and the related concept of social role valorization?