The document discusses the assessment and educational needs of children with intellectual disabilities, previously referred to as mental retardation (MR). It highlights that tailored educational services, including individualized education programs, specialized instruction, and adapted materials, are essential for these students to thrive academically and socially. Additionally, it emphasizes the importance of inclusive classrooms and appropriate teaching strategies and assessment adjustments to support their learning effectively.

1. ASSESSING CHILDREN WITH
SPECIAL NEEDS IN INCLUSIVE
CLASSROOM

3. MR, meaning in special
education, stands for
“Mental Retardation,” a
term historically used to
describe individuals with
significant cognitive and

4. What is the full form of Mr
disability?
Intellectual disability, also known
as general learning disability and
mental retardation (MR), is a
condition characterized by
significant limitation both in
intellectual functioning (reasoning,

5. Significant limitations in cognitive functioning
and adaptive abilities, such as communication,
self-care, social skills, and the capacity to learn
are characteristics of intellectual disability.
affect a person’s ability to learn, maintain
carry out daily tasks.

6. It’s crucial to remember that
people with intellectual
disabilities can have varying
degrees of cognitive
impairment and adaptive
abilities. Therefore schools
should customize the

7. It’s also crucial to mention that
to prevent stigma. Because it
has a more acceptable
meaning, “Intellectual Disability”
has replaced the term “Mental
Retardation” across education
and healthcare sectors.

16. Educational Services For MR Students
Educational services for students with Intellectual Disabilities (formerly known as
MR) are designed to support their unique needs and help them succeed in school
and life.
These services may include:
1.Specialized instruction: Specialized teaching may be necessary for students with
necessary for students with intellectual disabilities in communication, self-care, and
social skills. Special education instructors or other professionals with particular
training in working with individuals with intellectual disabilities can deliver this
instruction.

17. 2.Adapted materials: Traditional reading
and writing resources may be problematic
for students with intellectual disabilities.
They can access modified materials, such
as big print, braille, or electronic text, to
facilitate information access and task
completion.
3.Assistive technology: Students with
intellectual disabilities can use assistive

18. 4.Individualized Education Program (IEP): Each student
with an intellectual disability has an IEP created for
their particular requirements, objectives, and the
that will aid their success.
5.Inclusive classrooms: With the right supports and
resources, many students with intellectual disabilities
general education settings alongside their peers

19. 7.Positive Behavior Support: Special
education teachers can use positive
behavior support (PBS) techniques to
encourage children with intellectual
disabilities to behave better and to learn
acceptable behavior.
8.Vocational and Transition Services: To
help students with intellectual disabilities get
ready for life after high school, including
work, post-secondary education, and

20. Educational Implications Of Mental Retardation
Mental retardation (also known as Intellectual Disability) has
many educational implications for students with this
condition:
1.Difficulty with learning: Due to their cognitive limitations,
students with mental retardation may find it challenging to
master new concepts and abilities. They could need specific
training and a curriculum adjusted for their skill levels
2.Difficulty with communication: Students with mental
retardation may struggle to understand others and express
themselves. They could need particular training and
assistance with social and communication skills.

21. 3.Difficulty with independence: Students
with mental retardation may also struggle
with autonomy in other areas, like daily
living and self-care. They might need
specific training and support in these areas
to help them acquire the abilities they need
to live independently.
4.Difficulty with behavior: Some students
with mental retardation may struggle to

22. 5.Difficulty with attention and memory: Students
with mental retardation may have trouble
focusing and remembering things, which can
hinder their capacity to absorb new material. To
assist them in developing their attention and
memory skills, they might need special education
and support in these areas.
6.Difficulty with transition: Students with Mental
Retardation may have problems with changes,
such as transitioning from one activity to another
or from school to adult life. They may require

23. Educational Placement For MR Students
The Individualized Education Program (IEP) team,
comprised of the student’s parents or guardians,
teachers, and other experts who deal with the student,
decides where the student will attend school if they have
Mental Retardation (MR). The IEP team aims to identify
the student’s best educational placement that suits their
requirements and supports academic success.
There are a variety of educational placements that
schools may consider for students with MR, including:
1,Inclusive classroom: Many students with MR attend

24. 2.Resource Room: While attending regular education
classes, students with MR can get additional support
and teaching in a resource room, which is a
dedicated classroom. The student can receive
additional support and instruction while still being in
a general education classroom with this kind of
placement.
3.Special Education Class: A classroom specially
created for pupils with MR is known as a special
education class, and a special education teacher
instructs it. For students with MR, this placement

25. 4.Self-contained Class: Special education
teachers teach self-contained classes in
classrooms specially created for students with
MR. With all their learning taking place in a
different classroom from their peers without
disabilities, it is a more constrained environment
for MR children.
5.Residential Placement: This type of placement
is for students with MR that require more intense
assistance and services than can be offered in a

26. Teaching strategies
It is important to know that despite difficulties in a learning environment students with
intellectual disability can and do have the capacity to acquire and use new information.
There is a range of inclusive teaching strategies that can assist all students to learn
but there are some specific strategies that are useful in teaching a group which
includes students with intellectual disability:
 Provide an outline of what will be taught - highlight key concepts and provide
opportunities to practise new skills and concepts.
 Provide reading lists well before the start of a course so that reading can begin
early.
 Consider tailoring reading lists and provide guidance to key texts. Allow work to be
completed on an in-depth study of a few texts rather than a broad study of many.
 Whenever you are introducing procedures or processes or giving directions, for
example in a laboratory or computing exercise, ensure that stages or sequences
are made clear and are explained in verbal as well as written form.
 Students may benefit from using assistive technology.
 Use as many verbal descriptions as possible to supplement material presented on
blackboard or overhead
 Use clear, succinct, straightforward language.

27. Assessment strategies
Students with intellectual disability may need particular adjustments to assessment
tasks. Once you have a clear picture of how the disability impacts on learning, you can
can consider alternative assessment strategies. In considering alternative forms of
assessment, equal opportunity is not a guaranteed outcome, it is the objective. You
are not expected to lower standards to accommodate students with disability but
rather are required to give them a reasonable opportunity to demonstrate what they
have learned:
•Allow extensions to assignment deadlines
•Use technology to record students work, e.g. digital photography, tape and video.
•Students may take longer to organise thoughts and sequence material. They will
benefit from discussing their outlines, with particular attention being paid to
appropriate relationships and connections between points.

28. •Encourage the student to submit an early draft of assignments to allow
the opportunity for feedback to the student as a formative process.
•Students with an intellectual disability will need extra time in an
examination for reading and analysing questions and for planning their
answers. Some students will request that examination questions be read
to them. Some students may prefer to dictate their answers to a scribe.
They will need a venue which is quiet and distraction-free.

29.  Keep short your written examination instructions and
sentences within examination questions. Questions
using bullet points, lists or distinct parts are more likely
to be correctly interpreted.
 Because students with intellectual disability find it
difficult to read multiple choice questions in a way that
allows them to appreciate subtle changes in the
arrangement of words, short answer questions will be a
better test of their knowledge.
 Students may benefit from an exam timetable that
features a number of days between exams to assist in
exam preparation.