2. Mental Retardation
Substantial limitations in present functioning. It is characterized
by significantly sub-average intellectual functioning, existing
concurrently, with related limitations in two or more of the
following adaptive skills areas: communication, self-care,
home living, social skills, community use, self direction,
functional academics, leisure and work, health & safety.
3. Substantial Limitations in Present
Functioning
The person has difficulty in performing everyday
activities related to taking care of one’s self, doing ordinary
tasks at home and work related to the other adaptive skills
areas. The areas of difficulty include academic work, if the
person goes to school.
4. Significantly Sub-average Intellectual
Functioning
the person has significantly below average intelligence.
The person finds difficulty in learning the skills is school that
children of his age are able to learn. This intelligence
quotient score is approximately in the flexible lower IQ range
0-20 and upper IQ range of 70-75.
5. Limitations in the Adaptive Skills or
Behavior
The quality of everyday performance in coping with
environmental demands. They fail to meet the standards of
personal independence and social responsibility expected
of their chronological age. The quality of general adaptation
is mediated by the level of intelligence.
6. Limitations in Intellectual Functioning
Memory–(procedural and declarative)
Attention –(selective & sustained attention)
Language Abilities–vary to degree of severity.
Generalization–difficult to transfer knowledge learned from
one task to another task and to do so cross
different setting or environments.
Motivation–affects both behaviour and intellectual
achievement.
7. Assistive Technology
Assistive technology can be lo-or-high-tech devices
designed to remove barriers or provide practical solution to
common everyday problems. Devices can be applied in the
classroom to assist a student with learning curriculum
content or in a community setting to promote skill
development and participation.
8. Assessment for Mental Retardation
Medical Assessment
Intellectual Assessment
Assessment of Adaptive Behavior
Educational Assessment
Speech and Language Assessment
Occupational therapy Assessment
9. Grade Level Typical Outcomes Modified outcomes
Grade 2:
Language Arts
Learn 10 spelling words per week and
be able to use them correctly in
sentences.
Identify 15 safety words and
functional word.
Grade 4:
Language Arts
Read a book and write a two page
report, using correct grammar,
punctuation, and spelling.
Listen to taped book, tape a personal
reaction to the story, and illustrate the
story.
Grade 6:
Social Studies
Locate all 50 states on a map, and
name their capitals.
Locate own state and those
immediately adjacent to it, and name
the capitals.
Grade 8:
Social Studies
Name and explain the functions of
each branch of the government.
Describe the jobs of the president, the
vice president, a member of congress,
and a judge, and tell where each
works.
Grade 10:
Science
Describe the body system of three
different mammals, and identify the
major components and function for
each system
Label diagrams of the human body,
identifying each body system and its
purpose and naming major body
organs.
Typical and Modified Curriculum Outcome for Students
with Mental Retardation
10. Teaching students with mental
retardation
Behavioral interventions – using applied behavioural Analysis
• Task analysis
• Prompting
• Shaping
• Token economies
• Contracts
• Punisment
• Gentle teaching
11. Designing Personalized Curricular Support for
Students with Mental Retardation
Knowlton (1998) proposed that the design of curricula and personalized
curricular supports for students should be driven by the three Rs of
personalized curricular support plans:
• the support should be rational with respect to its reliance on current
performance data and future projections.
• It is responsible insofar as compliance with statutory policies and ethical
principle is concerned.
• It is responsive to immediate and long term issues in the lives of the
students with disabilities and their family members.
12. Designing Personalized Curricular Support for
Students with Mental Retardation
Knowlton (1998) suggested that effective curricular practices
center on adult and community oriented modifications that can
enhance the individual’s ultimate functioning as an adult. The use of
general curriculum as a benchmark from which personalized
modifications are determined is not for the purposes of thinning it, but
rather of personalizing it so that the student is taught in a manner
that is keyed to “ultimate independence and lifestyle quality in the
basis of rational decisions, responsive programs, and responsible
compliance”.
13. classifications IQ Range Capabilities According to Supervision
Mild 50-55 to 70 Can learn basic academics and have enough
social adaptive ability to become semi-
independent or independent living.
Moderate 35-40 to 55-55 Can learn self-helf, communicate, social and
simple occupational skills but limited to
academics and vocational skills.
Severe 20-25 to 35-40 Can learn self-helf, communicate and simple
work tasks under supervision.
Unspecified There is no strong presumption and the person is considered to be
unstable by standard intelligence test.
Classification of Mental Retardation
14. Writing Annual Goals
Annual goals:
By the end of the school year, judy will read grade 2 material with adequate
word recognition and comprehension.
By the end of the school year, Judy will write simple sentences and personal
information and personal information, such as her name, address, and
telephone number.
Person Responsible: Resource Teacher
By the end of the school year, Judy will legibly spell a minimum of 100 high-
frequency words.
15. Writing Annual Goals
Special Education and Related Services.
1. The resource teacher will provide special education services to Judy for
1hr each morning in the fourth grade classroom (goal 1) and for 1hr each
afternoon in the resource room (goal 2&3).
Amount of participation in general education.
Judy will receive instruction in the regular fourth grade class for the entire
day except for 1 hour in the afternoon.
16. Concurrent Limitations in Adaptive Skill
Area
Functional Academics
area the school subjects that directly apply to and teach the skiils needed in
one’s everyday environment.
examples;
Learning to complete a job application form.
Learning to use a city map or a telephone directory.
Learning survival words (men/women, entrance, exit, walk/ don’t walk)
Learning to carry on a reciprocal conversation.
Learning to identify denominations of money and to make change.
17. Concurrent Limitations in Adaptive Skill
Area
Home Living
Refers to the requirements that individuals must
meet to live successfully within a home setting.
Ex. Adjusting temperature to shower water, using
washing machine, etc.
18. Concurrent Limitations in Adaptive Skill
Area
Self-direction
Refers to the ability of individuals to live their lives
the way that they choose to live them, consistent with
their own value, preferences, and abilities
