Individual Differences:

Exceptional Children
Chapter 5

Mental Retardation
z Does not constitute a disorder or a single condition.
z Mental retardation is a common set of symptoms that
applies to a myriad of clinical conditions.
{Down syndrome
{Fragile-X syndrome
z Definition of mental retardation has been revised a
number of times during the past few decades.
z The most widely accepted definition is put forth by the
American Association on Mental Retardation.
{Adopted by the DSM-IV.

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MR: Definition
z Refers to a particular state of functioning
beginning prior to age 18.
z Refers to substantial limitations in present
functioning.
z Characterized by significantly low intellectual
functioning.
z Evidence of limitations inadaptive
skills
home
living
communication
areas:

self-care
health and safety
functional academics
work
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social skills
community use
self-direction
leisure

MR: Classification
zIn order to Classify MR the child must
evidence delayed functioning in both
Adaptive Behavior and Intelligence.
Intelligence:

Adaptive Behavior:

WISC-III Scores

Vineland Adaptive Behavior Scale

Full Scale IQ = 56

Adaptive Behavior Comp. SS=66

Verbal IQ = 59

Communication SS = 69

Performance IQ = 60

Daily Living Skills SS = 76

Socialization SS = 65
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MR: Prevalence
z Occurs in approximately 3-5% of the
population, depending on the IQ cutoff used.
z Prevalence appears to be the greatest in
school age.
z The reported rate of mental retardation
decreases once individuals reach adulthood.
{Death rates are higher for individuals with cognitive
deficits.
{Problems may be attributed to the academic
demands of school.
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MR: Etiology
z 25-50% of individuals with mental retardation
have an organic/biological basis.
z Five major types of predisposing factors may
explain the presence of mental retardation:
{Heredity - 5%:
zSingle gene anomalies
Tay-Sachs disease

zChromosomal abnormalities
translocation Down syndrome

{Early alterations of embryonic development - 30%:

zChromosomal aberrations
trisomy 21 Down syndrome

zToxin-induced prenatal injury

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MR: Etiology
{Later pregnancy and perinatal problems - 10%:
z fetal malnutrition
z hypoxia
z prematurity
z infections

{General medical conditions acquired in infancy or

childhood - 5%:
z traumas
z infections
z poisoning

{Environmental influences and other disorders - 15-20%:

z deprivation
z autism
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Students with LD
zSeveral Subtypes of LD
{LD Reading
{LD Math
{LD Written Expression
{LD Language

zDisorder of basic psychological

processing
zDifficulty learning
zSignificant discrepancy between ability
and achievement

Students with ED
zVague definition
zMust have the following:
{Inability to learn
{Inability to build or maintain relationships
{Inappropriate behaviors or emotions
{Inability to control emotions
{NOT due to other causes
zEnvironment, behavior disorders

Other services
zOT/PT
zSpeech Language
zOther Health Impaired

Special Education Legislation Rights

zRights of Parents and Students to File a
Formal Grievance
zLeast Restrictive Placement
zIndividualized Education Program

Referring Students for Special

Education
zWho can make a referral?
{Childs parent or legal guardian
{Professional staff member of the school district
{Licensed physician
{Judicial Officer
{An individual, on his or her own behalf, if he or
she is 18 years of age or older, or an
emancipated minor.

Referring Students for Special

Education
zContact the parents
zMake a thorough Check of the Students
Records
zTalk with the Childs other Teachers
zConsult with the School Psychologist
{Pre-referral Intervention

zDocument Everything!

Referring Students for Special

Education
zWhat should be in the referral?
{Reason for referral and details describing the
area(s) of difficulty
{Reason for believing that an educational
disability exists
{Test scores, records, or reports upon which the
referral is based
{Description of attempts to remediate the
problem
{Description of extent of parental contact

Referring a Child for Special

Services

IDEA (a.k.a. PL 101-476)

zPre-placement Evaluation
{Tests must be in childs native language
{Tests must be valid for specified purpose
{Must be done by trained individual
{Tests must reflect aptitude or achievement
{Multimethod, Multisource assessment
{Multidisciplinary team
{Child must be assessed in all areas related
to suspected disability

IDEA (a.k.a. PL 101-476)

zLeast Restrictive
Environment
{Mainstreaming
{Inclusion
{12:1:1
{8:1:1
{6:1:1
{Day Treatment Center
{Residential Treatment Center

IDEA (a.k.a. PL 101-476)

zIndividualized Education Plan (IEP)
{State childs present levels
{Annual goals with short term instructional
objectives
{Specific services to be provided
{Projected dates for beginning and duration of
services
{Criteria for determining progress toward goals

Writing IEP Goals & Objectives

zAnnual Goals:

zInstructional Objectives: