Intellectual Disabilities/ Mental Retardation By: MaryBeth Gill & Paula Decker

History Treatment of the Intellectually disabled has always reflected the changes in society. Often, these people would be referred to as idiots and thought of as feebleminded. Many have been subjected involuntary placement and isolation. The deinstitutionalization movement of the 1970’s emphasized the concern for the rights of the intellectually disabled. Currently, we stress the importance of education and becoming self sufficient individuals.

What is an Intellectual Disability? An Intellectual Disability can be characterized by significant limitations in both intellectual functioning (reasoning, learning and problem solving) and in adaptive behavior, which includes everyday social and practical skills. This disability originates before age 18

There are 2 major characteristics of an Intellectual Disability 1.) Limitations in Intellectual Functioning- By administering tests like the Wechsler Intelligence Scale for Children we can find out that students with an Intellectual Disability have an IQ score of approximately two standard distinctions below the average mean, an IQ of 70 or below. About 85% of children with an Intellectual Disability have an IQ ranging from 50-55 to 70. Mental Retardation is classified in the DSM-IV according to ones IQ level. Mild- IQ 50-55 to about 70 Moderate- IQ 35-40 to %0-55 Severe- IQ 20-25 to 30-40 Profound- IQ below 20-25

Characteristics of an Intellectual Disability (Cont.) 2.) Limitations in Adaptive Behavior- This term refers to the set of conceptual, social and practical skills that people learn in order to function in their everyday lives. People with an intellectual disability have a significant limitations regarding adaptive behavior. This limitations occurs when a child scores at least two standard deviations below the mean on (a) one of more scores regarding social, practical and conceptual skills or (b) an overall score that includes all of the above characteristics. Their adaptive behavior relates to their culture, environment and age . These students tend to fall behind their typically developing peers. Not knowing when or how a skill should be performed and the motivational skills behind it create many hardships for the suffering student.

How common is an intellectual disability? An intellectual disability is in fact, the most common developmental disorder. By 2000 the prevalence of this disability reached an estimated 12 per 1,000 or 1 in 83 eight year olds. Intellectual disabilities are most common in boys than girls, and more common in African American children than White.

Risk Factors/Causes Infections( appearing at birth or after) Congenital Rubella, HIV, Meningitis etc. Chromosomal Abnormalities Environmental Genetic abnormalities and inherited metabolic disorders Nutritional Toxic Trauma Unexplained

Evaluation The American Association on Intellectual and Developmental Disabilities (AAIDD) is developing an Diagnostic Adaptive Behavior Scale which is a standardized measure of adaptive behavior. This scale is based on three components; conceptual, social and practical skills. The scale assesses any limitations by determining a cut-off below the means of an individual without an intellectual disability ranging from 4 to 21 years old.

Education It is crucial to determine a specifically designed education plan to ensure students learning. The special education team will emphasize on a students strengths as well as the students education and other educationally appropriate services. No child learns the same way. For example; A child might learn how to differentiate his right side from his left by learning the phases of the moon in his sixth grade science class. The moon rises on your right and sets on your left.

Instruction/Services By the time the student reaches High School, their IEPs will concentrate solely on specific skills needed to be successful at work or in the community as an adult. A useful tool would be the Transition Planning Inventory appropriate for ages 14-25. This inventory focuses on nine areas of an adult’s life: Employment, Further education/training, Daily living, Living arrangements, Leisure activities, Community participation, Health, Self- determination, Communication and Personal relationships. The inventory identifies the knowledge, skills, or behaviors associated with successful outcomes.

Supplementary Aids Para professionals/ Para educator’s role is to adapt materials and assessments and provide direct support in general education classrooms. Their goal is to enable students to be educated with their nondisabled peers, progressing in the general education curriculum.

Prayer 1 Our gracious God, we come together as a diverse people with differing limitations and abilities. We want to appear strong and yet weakness is our constant companion. No matter what the outsides of ourselves say, no matter how we are perceived by others as disabled or "normal" we are all the same in our need of You. Looking upon our hearts you see us only as Your children. For this we are truly thankful. Accept now our worship as an offering of praise. In the name of our Savior we pray. Amen.

Prayer 2 God, help us to respect people with mental retardation, mental illness or other disabilities and their families rather than to ignore or pity them. In difficult conditions, be with us all. In darkness, grant us wisdom that we may know your will. In times of intense emotion, grant us calm that we may know your peace. In the light, grant us awareness that all may know your love. Unite us all, one body in your love. Amen.