This PPT is about the care and rehabilitation of children with intellectual disabilities.

1. Prepared by-
Ms. Yashodhara Ghosh Sen

2. “Mental retardation refers to significantly
sub-average general intellectual
functioning resulting in or associated with
concurrent impairments in adaptive
behavior & manifested during the
developmental period”
(American Association on Mental
Deficiency,1983).

3. The action of restoring someone to health or normal life
through training and therapy after imprisonment,
addiction, or illness.

4. • Early detection
• Regular assessment of the mentally retarded child’s
attainments and disabilities.
• Advice, support and practical measures for families.
• Provision of education and training.
• Housing and social support.
• Psychiatric, psychological, medical and nursing support.

5. The Mildly Retarded Fostering
Boarding schools
Residential facilities
The Severely Retarded
Sitting service Residential facilities

7. Divide each training activity into small steps
and demonstrate.
Provide repeated training in each activity.
Provide regular systematic training.
Start training with already known skill to the
child then proceed to new skills.
Reward the effort even if the child attains near
success.

8. Reduce the reward gradually as he masters
the skill and takes up another skill.
Use appropriate, attractive and easily
available training materials.
Involve normal children in training of a
retarded child.
Assess the child periodically.

9. Work preparation
Selective placement
Post placement

10. Adequate explanation regarding prognosis.
Involving parents in planning and provisions
of care.
Day and overnight care to relieve and
encourage caregivers.

11.  Intellectual disability
 Epilepsy or seizures
 Visual impairment
 Hearing impairment
 Feeding/swallowing problems
 GERD, Constipation
 Failure to thrive

12. STAGE I-
Imparting information regarding condition of
the child.
Avoid misleading
Avoid building false hopes

13. Helping the parents in developing right
attitudes towards their child.
Prevent overprotection, rejection.
Handle guilty feelings in parents.
STAGE II-

14. STAGE III-
Create awareness in parents regarding their
role as caregivers.
 Behavior modification techniques.

15. Physicians
Therapists
Special
EducatorsNurses
Parents
“Treatment of children with Mental Retardation is a multidisciplinary
approach that is highly dependant upon a team of medical
professionals”

16. • Physical therapy
• Occupational therapy
• Skill training
• Speech therapy
• Behavioral therapy
• Drugs used to control seizures and muscle spasms
• Special braces or orthotics can compensate for muscle
imbalance
• Splinting to improve muscle function
• Specialized nursing care
• Counseling for emotional and psychological needs

17. • A physician trained to help developmentally disabled
persons. This physician, often the leader of the
treatment team, works to synthesize the professional
advice of all team members into a comprehensive
treatment plan.
• A physical therapist who designs and implements
special exercise programs to improve movement and
strength.
• An occupational therapist, who trains skills for day-to-
day living, school, or work.

18. • A speech and language pathologist, who
specializes in diagnosing and treating
communication problems.
• A social worker, who helps in locating community
assistance and education programs.
• A psychologist, who helps to cope with the special
stresses and demands.
• An educator, who may play an especially important
role when mental impairment or learning
disabilities present a challenge.

19. • Parent or other family members are also
key members of the treatment team, and
should be intimately involved in all steps of
planning, making decisions, and providing
care.

20. • Friend
• Philosopher
• Planner
• Decision maker
• Guide
• Manager
• Supporter
• Educator /Mentor
• Master for all treatment and therapy
• 24x7 hrs care provider

21. • Nutrition: Provide ‘high energy and protein per volume feeds’
e.g. mix 5 - 10 ml of oil or margarine into every feed, use
eggs regularly, give high-energy drinks like milk, yoghurt and
fruit juice.
• Feeding: • problems with sucking, chewing and swallowing
• gastro-oesophageal reflux
best physiological position thick liquid feeds (with
custard, porridge) by giving smaller amounts more frequently.

22. • Assistance in daily personal care-
- dressing
- put on and tie shoes
- bathing
- brushing teeth
- brushing hair
- toileting
• Communication and social interaction-
Techniques to facilitate mouth closure and appropriate
chewing movements, plus blowing, sucking, licking assisted
by alternative communication like- communication boards or
home-made pictures.

23.  Great care must be taken when picking up
and carrying the child
 Extra care should be taken when lifting the
child who has little or no head control,
remembering that good handling of the
shoulder girdle and arms makes it easier to
control his head

24. • Oral hygiene
• Mobility
• Drooling
• Routine physical drill at home (exercises
/therapy )
• Prevent complications
• Tackle – emergencies
• Provide emotional support
• Keep up the self esteem

25. • ‘Care’ is the primary domain of nursing
• Care giver are commonly non professional
person need care guidance
• Nurses can take part starting from screening
to rehabilitation and in each developmental
stage of the child.

26. • During in-patient treatment (medical/surgical )
or implementing special therapy close
supervision and special care is required.
• Educate and motivate care givers.
• Assist the caregiver to cope with stress.
• Guide to tackle the emergences and to rely on
achievement of short term goal.

27. • Determine the child’s strengths & abilities & develop a plan of
care to maintain & enhance capabilities.
• Monitor the child’s developmental levels & initiate supportive
interventions.
• Provide for his safety needs.
• Prevent self-injury. Be prepared to intervene if self-injury
occurs.
• Monitor the child for physical or emotional distress.
• Set supportive limits on activities.

28. • Keep communication brief, simple, & consistent.
• Teach the child adaptive skills, such as eating, dressing,
grooming & toileting.
• Demonstrate & help in practicing self-care skills.
• Work to increase the compliance with conventional social
norms & behaviors.
• Maintain a consistent & supervised environment.
• Work to maintain & enhance positive feelings about self &
daily accomplishments.
• PREVENTION FROM ABUSE

29. Q & A

30. • It is not acceptable to say, ‘Sorry, there is nothing
we can do for this child’.
• It may not be possible to correct the brain damage,
but we can guide parent/care giver, we can provide
a life that is free from pain and discomfort.
• There are interventions that improves a child’s
quality of life.