Mental retardation, now referred to as cognitive disability, refers to limitations in mental functioning and skills such as communication, self-care, and social skills that cause children to learn and develop more slowly than typical children. It can range from mild to severe. Common causes include infections, trauma, genetic conditions like Down syndrome, and prenatal factors. Teachers can help by using repetition, role playing, group work, and involving parents and community members to support students with cognitive disabilities.

1. Mental Retardation
(Intellectual Challenges/ Cognitive Disability)
Dr.Jaganmohana Rao Gurugubelli
Faculty of Education
MITE, Kohima

2. Introduction:
A term used when a person has certain limitations in mental
functioning and in skills such as communicating, taking care of him or herself,
and social skills. These limitations will cause a child to learn and develop
more slowly than a typical child.
Children with mental retardation may take longer to learn to speak,
walk, and take care of their personal needs such as dressing or eating. They
are likely to have trouble learning in school. They will learn, but it will take
them longer. There may be some things they cannot learn.
A mentally challenged child is one who has sub average general
intellectual potential and slow intellectual development. The retardation may
range from mild to severe.

3. Meaning & Definition :
Currently Cognitive disability is used to replace the old terms mental
retardation , mentally handicapped ., The change in terminology is to remove
the effect of labeling or stigma associated with words such as ‘handicapped’
or ‘disabled’ .
According to the PWD Act (1995), mental retardation means a
“condition of arrested or incomplete development of mind of a person which
is specially characterized by sub normality of intelligence”.

4. Classification of Intellectual Challenges as per Educators’ System
Classification Of (Mental Retardation) Cognitive Disability
S.No Term IQ Range
01 Educable mentally retarded 70-50
02 Trainable mentally retarded 50-25
03 Severely and profoundly mentally retarded Below 25
S.No Severity Levels Range of IQ
01 Mild Mentally Retarded 50-75
02 Moderate Mentally Retarded 35-49
03 Severe Mentally Retarded 20-34
04 Profound Mentally Retarded Below 20

5. Characteristics of Intellectually Challenged:
Many children with mild retardation are not identified until they enter
school and sometimes not until the second or third grade, when more
difficult academic work is required.
Children with moderate retardation show significant delays in
development during their preschool years. People with moderate mental
retardation are more likely to have health and behaviour problems than are
individuals with mild retardation.
Individuals with severe and profound mental retardation are almost
always identified at birth or shortly afterward. Most of these infants have
significant central nervous system damage, and many have additional
disabilities and/or health conditions.

6. Causes :
Some of the important and known causes of cognitive disabilities can be
• Infections and intoxication (For ex rubella, syphilis, encephalitis, meningitis)
• Trauma and physical agent (for ex accidents, before during and after birth)
• Metabolism and nutrition
• Gross brain disease ( such as tumours)
• Prenatal influence
• Chromosomal abnormality ( such as Down’s Syndrome)
Factors that are Influenced due to Cognitive Impairment: A child with a
cognitive disability may have memory problems, awareness problems,
difficulty in problem solving, language difficulties which cause difficulties in
understanding and/or expression of written and /or spoken language.

7. What Can Teachers Do:
• Encourage them for group work and group activity;
• Focus more on repetition and practice/drill work Use peer models
whenever practical;
• Use role playing, puppet play, and creative dramatics to stimulate real
experiences and to practice skills;
• Seek the co-operation of other teachers, professionals, and support staff;
• Seek assistance of community helpers in normalizing the lives of students;
• Train teacher aides, parents & grandparents as agents of carryover and
practice;
• Use exciting materials and activities from other disciplines;
• Use current materials, toys, games, television shows, and music to motivate
the student to contribute to success; and
• An element of surprise, suspense, and novelty will go a long way.