Mental Retardation - Educational Implications

Persons with mental retardation have the capacity to learn, to develop, and to grow. The great majority of these citizens can become productive and full participants in society.

Appropriate educational services that begin in infancy and continue throughout the developmental period and beyond will enable children with mental retardation to develop to their fullest potential.

As with all education, modifying instruction to meet individual needs is the starting point for successful learning. Throughout their child's education, parents should be an integral part of the planning and teaching team.

In teaching persons with mental retardation, it is important to:

  • Use concrete materials that are interesting, age-appropriate, and relevant to the students;
  • Present information and instructions in small, sequential steps and review each step frequently;
  • Provide prompt and consistent feedback;
  • Teach these children, whenever possible, in the same school they would attend if they did not have mental retardation;
  • Teach tasks or skills that students will use frequently in such a way that students can apply the tasks or skills in settings outside of school; and

  • Remember that tasks that many people learn without instruction may need to be structured, or broken down into small steps or segments, with each step being carefully taught.

A Success Story - Marie, Age 23
Marie was born by Caesarian after full-scale gestation. She was microcephalic from birth. Marie experienced many medical problems during her early years. She was diagnosed at that time as Hydrocephalic with a ventriculoperitoneal shunt. For special education purposes, she was classified as O.H.I. (other health impairment). In her early years, Marie's mother stated that she was a little slow, walks and falls a little. The therapist noted that she walked with wide gait but did little stumbling.

Marie's academic abilities fell within the Mentally Retarded with an I.Q. of 60. At the age of 14, Marie entered the Vocational Program at her school where she received training in general office skills. At the age of 16, Marie was involved in the school to work program and began a vocational program at the local utility company. Marie continued in that program and, after graduating with a Certificate of Attainment, was hired by the company. Marie works as an office assistant at a local utility company. She has become very independent, and is living alone in an apartment as part of an assisted living program.

 

Children and adults with mental retardation need the same basic services that all people need for normal development. These include education, vocational preparation, health services, recreational opportunities, and many more. In addition, many persons with mental retardation need specialized services for special needs. Such services include diagnostic and evaluation centers; special early education opportunities, beginning with infant stimulation programs and continuing through preschool; and educational programs that include age-appropriate activities, functional academics, transition training, and opportunities for independent living and competitive employment to the maximum extent possible.

Adapted from information published by the National Information Center for Children and Youth with Disabilities
Definition • Characteristics • Educational Considerations • References • National Organizations • Disabilities Search

E-Ready is funded by a grant from the NEC Foundation of America

Copyright © 2001-2006 by The Source for Learning, Inc.
All rights reserved.