|
Click on
Shop Hoagies' Page before you visit your favorite on-line stores
including Amazon
and many more of your favorite stores. Thanks for
making Hoagies' Gifted community possible!
Donations
Your donations help keep Hoagies' Gifted Education Page on-line.
Support Hoagies' Page!
| |
Mental Retardation (updated April 2000)
Where can I find practical information about children with mental
retardation?
An individual is considered to have mental retardation based on the following three criteria:
intellectual functioning level (IQ) is below 70-75; significant limitations exist in two or more
adaptive skill areas; and the condition is present from childhood (defined as age 18 or less).
The effects of mental retardation vary considerably among people, just as the range of abilities
varies considerably among people who do not have mental retardation. About 87 percent will be
mildly affected and will be only a little slower than average in learning new information and
skills. As children, their mental retardation is not readily apparent and may not be identified until
they enter school. As adults, many will be able to lead independent lives in the community and
will no longer be viewed as having mental retardation.
The remaining 13 percent of people with mental retardation, those with IQS under 50, will have
serious limitations in functioning. However, with early intervention, a functional education and
appropriate supports as an adult, all can lead satisfying lives in the community. (From the website of the American Association for Mental Retardation [AAMR]:
http://www.aamr.org)
Following are links to related ERIC Digests, Internet resources, and Internet discussion groups,
as well as selected citations from the ERIC database and the search terms we used to find the
citations.
You can search the ERIC database yourself on the Internet through either of the following web sites:
ERIC Citations
The full text of citations beginning with an ED number (for example, EDxxxxxx) is available:
- In microfiche collections worldwide; to find your nearest ERIC Resource Collection, point your web browser to: http://ericae.net/derc.htm.
- For a fee through the ERIC Document Reproduction Service (EDRS): http://edrs.com, service@edrs.com, or 1.800.443.ERIC.
(no longer available)
The full text of citations beginning with an EJ number (for example, EJxxxxxx) is available for a fee from:
- The originating journal
- Through interlibrary loan services at your local college or public library
- From article reproduction services such as
ERIC Search Terms Used
mental retardation OR mild mental retardation OR moderate mental
retardation OR severe mental retardation OR developmental disabilities
AND
teaching
methods OR classroom techniques OR educational strategies
EJ474385 EC607469
Strategies for Functional Community-Based Instruction and Inclusion for Children
with Mental Retardation.
Beck, Joni; And Others
Teaching Exceptional Children, v26 n2 p44-48 Win 1994
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141)
Journal Announcement: CIJAPR94
This article describes one school's efforts to teach students with mental retardation functional
skills in community settings, while maximizing inclusive experiences. The approach includes a
method of identifying functional curricula, collaborative instructional planning and teaching, and
community-based instruction for all students.
Descriptors: Curriculum Development; *Daily Living Skills; Elementary Education;
*Experiential Learning; *Mainstreaming; *Mental Retardation; School Community
Relationship; Social Integration; Teaching Methods
Identifiers: *Community Based Education; *Function Based Curriculum
EJ449998 EC603718
Reading Instruction for Students with Moderate Mental Retardation: Review and Analysis of
Research.
Conners, Frances A.
American Journal on Mental Retardation, v96 n6 p577-97 May 1992
ISSN: 0895-8017
Language: English
Document Type: JOURNAL ARTICLE (080); REVIEW LITERATURE (070)
Journal Announcement: CIJJAN93
Analysis of research on reading instruction for children with moderate mental retardation
indicated that word analysis instruction is a feasible option; word analysis is the most effective
method of oral reading error correction; and the strongest sight-word instruction methods include
those that use picture integration, constant delay, and the Edmark errorless discrimination
method.
Descriptors: *Decoding (Reading); Elementary Secondary Education; Error Correction;
*Moderate Mental Retardation; Oral Reading; Phoneme Grapheme Correspondence; *Phonics;
*Reading Instruction; *Reading Research; *Sight Method; Sight Vocabulary; Teaching Methods;
Word Recognition
ED403699 EC305250
Assessing Problem Behaviors. Innovations: AAMR Research to Practice Series, Number
4.
Demchak, MaryAnn; Bossert, Karen W.
American Association on Mental Retardation, Washington, DC. 1996
47p.
ISBN: 0-940898-39-X
ISSN: 1072-4036
Available From: American Association on Mental Retardation, 444 North Capitol Street, NW,
Suite 846, Washington, DC 20001-1512 ($21.95; $19.95 members).
Document Not Available from EDRS.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; District of Columbia
Journal Announcement: RIEJUN97
Target Audience: Practitioners
This guide shows how principles of functional assessment can be applied to behavior problems
of students with mental retardation to identify the behavior's purposes and plan for more effective
intervention in classrooms, supported living settings, and work settings. It shows how to conduct
a functional assessment and link assessment results to interventions, and provides an example of
a completed functional analysis. An introductory chapter identifies fundamental assumptions of
functional assessment. Chapter 2 discusses conducting a functional assessment, with sections on
identifying, prioritizing, and defining problem behaviors; formulating hypotheses; and
completing a functional analysis. Periodic self-check sub-sections are also provided. Chapter
3 is on linking assessment results to interventions. It covers selecting replacement behaviors,
manipulating consequences, manipulating antecedents, and addressing setting events. Chapter 4
provides a detailed example of a completed functional assessment through the steps of
identifying problem behaviors, prioritizing problem behaviors, defining problem behaviors,
formulating hypotheses, and developing an intervention. The concluding chapter stresses
application of an assessment process conducted through a combination of structured interviews,
systematic observations, and functional analysis of problem behavior.
Descriptors: Behavioral Science Research; Behavior Change; *Behavior Modification;
*Behavior Problems; *Classroom Techniques; Elementary Secondary Education; *Evaluation
Methods; Intervention; *Mental Retardation; *Student Evaluation; Training Methods; Work
Environment
Identifiers: *Functional Assessment
ED399701 EC305032
Teaching Persons with Mental Retardation: A Model for Curriculum Development and
Teaching.
Dever, Richard B.; Knapczyk, Dennis R.
1997
382p.
ISBN: 0-697-20559-2
Available From: Brown and Benchmark Publishers, 25 Kessel Court, Madison, WI 53791-
9030.
Document Not Available from EDRS.
Language: English
Document Type: BOOK (010); TEACHING GUIDE (052)
Geographic Source: U.S.; Wisconsin
Journal Announcement: RIEFEB97
Target Audience: Teachers; Practitioners
This text addresses curriculum development for students with mental retardation based on the
premise that it is the primary job of educators to teach these individuals independence skills and
also based on criticism of the academic focus of most current instructional approaches.
Individual chapters consider the following topics: (1) an overview of mental retardation; (2) the
aim of instruction (including an instructional definition of mental retardation and the aim of
independence for persons with mental retardation); (3) the concepts of curriculum and
curriculum goals (including 10 principles and goals addressing curriculum structure, content, and
functions); (4) formulation of the instructional aim and curriculum goals (offering a four-step
procedure for selecting and formulating goals); (5) curriculum development (with a five-step
procedure suggested); (6) planning an assessment of curriculum objectives (with principles of
assessment and a five-step procedure for planning an assessment); (7) conducting an assessment
and developing an individualized program of
instruction; (8) the program objective analysis (establishing performance standards and analyzing
skill clusters); (9) providing information (techniques, feedback, fading, and motivation); (10)
monitoring instructional plans (a three-step plan for developing a monitoring system); and (11)
modifying instruction (appropriate responses when learners are achieving desired instructional
results and when learners are not progressing satisfactorily). Appendices include a list of
terminal goals, worksheets, and a checklist of potential physical problems.
Descriptors: *Curriculum Development; Educational Principles; *Educational Strategies;
Elementary Secondary Education; *Independent Living; *Individualized Education Programs;
Instructional Design; *Mental Retardation; Self Determination; *Student Educational Objectives;
Teaching Methods
ED373483 EC303251
The Integration of Students with Mental Retardation into General Education Classrooms.
Hilton, Alan
7 Apr 1994
20p.; Paper presented at the Annual International Convention of the Council for Exceptional
Children (72nd, Denver, CO, April 6-10, 1994).
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: CONFERENCE PAPER (150); POSITION PAPER (120); REVIEW
LITERATURE (070)
Geographic Source: U.S.; Washington
Journal Announcement: RIEJAN95
Inclusion of students with disabilities, especially those with mental retardation, has come to
mean the placement of all students in general education classrooms, sometimes with limited
planning for the individual needs of each student. Several court cases, laws, and movements
have brought about the level of inclusion that exists today. However, schools are now evolving
from inclusion to integration, which involves the planned placement of students in a setting.
Two circuit court cases with implications for integration include Holland versus the Board of
Sacramento City Unified School District, in which four components were outlined for
determining the removal of a student from general education and the Oberti case, which stated
that students with disabilities should be placed in general education classes with
appropriate support. The four components of the Holland case provide a framework for
examining what is effective in integrating students; components include educational benefits,
non-academic benefits, effect on teacher and children in the regular classroom, and cost. A
case-by-case approach to integrating students into general education is needed. The established
best practices of the field of mental retardation should follow students no matter where they are
placed, and ongoing monitoring of student progress should occur.
Descriptors: *Court Litigation; Educational Change; Educational Legislation; *Educational
Planning; Elementary Secondary Education; Federal Legislation; *Individualized Programs;
*Mainstreaming; *Mental Retardation; *Student Placement
Identifiers: *Inclusive Schools
EJ530742 EC614558
The Emergence of Literacy in Elementary Students with Mild Mental Retardation.
Katims, David S.
Focus on Autism and Other Developmental Disabilities, v11 n3 p147-57 Fall 1996
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJFEB97
This study examined effects of immersing four primary grade students with mild mental
retardation in a literacy-rich environment. A variety of instructional strategies was used to assist
students in understanding stories read aloud by adults, developing decoding skills, and
developing prereading/writing skills. Results indicated the students made measurable progress.
Descriptors: Beginning Reading; Decoding (Reading); *Educational Strategies; *Emergent
Literacy; *Literacy Education; *Mild Mental Retardation; *Prereading Experience; Primary
Education; Reading Aloud to Others; *Reading Instruction; Reading
Skills; Teaching Methods; Writing Skills
ED385085 EC304118
Rays of Hope: The Special Child and the Family.
Pitts, Raymond J., Jr.; Marchitell, Carolyn K.
1995
67p.; Photographs may not reproduce well.
Available From: Communication Arts, 3 Dayleview Rd., Berwyn, PA 19312-1293.
EDRS Price - MF01/PC03 Plus Postage.
Language: English
Document Type: POSITION PAPER (120)
Geographic Source: U.S.; Pennsylvania
Journal Announcement: RIEDEC95
Target Audience: Parents; Community
This book illustrates techniques that families have found effective in coping with a family
member who has mental retardation. It provides quotations and comments from
a number of parents as well as anecdotal accounts and photographs, grouped into four sections.
The first section is on the recognition process and recounts how parents have coped with the
emotional trauma and imbalance as their feelings change from joy to sorrow and uncertainty
when finding out and acknowledging that their child has mental retardation. The second section
is on the dynamic process of dealing with fears, fantasies, and facts associated with the effects of
the disability on the family dynamics. The third section stresses the working process which is
using existing support systems and the exercising of rights when dealing with schools,
programs, and placement decisions. The final section is on the future process--ways to prepare
and position the family member with mental retardation for a lifetime.
Descriptors: Adolescents; Adults; *Child Rearing; Children; *Coping; Decision Making;
Disability Identification; *Emotional Adjustment; Family Problems; *Family Relationship;
Family School Relationship; Infants; Long Range Planning; *Mental Retardation; *Parent
Attitudes
ED365050 EC302675
School Restructuring & Full Inclusion. Revision 5. Prepublication Copy.
Sailor, Wayne; And Others
San Francisco State Univ., CA. California Research Inst. 1992
94p.
Sponsoring Agency: Department of Education, Washington, DC.
EDRS Price - MF01/PC04 Plus Postage.
Language: English
Document Type: POSITION PAPER (120)
Geographic Source: U.S.; California
Journal Announcement: RIEMAY94
This monograph addresses the issue of full inclusion of children and youth with severe
intellectual disabilities and whether this form of social and academic integration is consistent
with the direction of present school reform policies. The first section examines the implications
of current efforts in educational reform. A case study illustrates differences between integration
and inclusion. Key elements of full inclusion are identified: (1) full general education class
membership; (2) full perception of "ownership" by the general education program (including
special education); (3) individual outcomes-based decision making; (4) student-based services
with team curriculum design; and (5) site team coordination of services and educational support.
Next, issues in education policy are discussed such as recent trends in general education policy
and reform. The following critical variables in school restructuring are identified: curriculum
revision, performance-based assessment, decentralized instruction, school autonomy, site-based
management and budgeting, shared decision making, infusion and coordination of educational
resources, and community involvement. Finally, the comprehensive local school is described as
a framework for inclusion through delivery of a variety of special education services and through
systematic team design of the individual's curriculum within the general curriculum.
Descriptors: Change Strategies; Curriculum Development; Delivery Systems; Educational
Change; Educational Policy; Elementary Secondary Education; Individualized Instruction;
*Mainstreaming; *Normalization (Disabilities); Peer Relationship; *Regular and Special
Education Relationship; *School Restructuring; *Severe Mental Retardation; *Social
Integration; Teamwork
Identifiers: Performance Based Evaluation
EJ507332 SE554346
Science and Students with Mental Retardation: An Analysis of Curriculum Features and
Learner Characteristics.
Scruggs, Thomas E.; Mastropieri, Margo A.
Science Education, v79 n3 p251-71 Jun 1995
ISSN: 0036-8326
Language: English
Document Type: RESEARCH REPORT (143); JOURNAL ARTICLE (080)
Journal Announcement: CIJNOV95
In this investigation, students with mental retardation were observed over a two-year period in
order to determine how the characteristics of mental retardation manifested themselves in the
context of an inquiry-oriented, hands-on science curriculum. Implications for teaching science to
students with mental retardation are provided.
Descriptors: Elementary Secondary Education; *Inquiry; *Mental Retardation; Science
Curriculum; Science Education; *Science Instruction; *Teaching Methods Identifiers: *Hands on
Science
ED399705 EC305036
Improving Maladaptive Behaviors Using Sensory Integration Techniques.
Shuman, Theresa
May 1996
39p.; Master's Action Research Project, St. Xavier University.
EDRS Price - MF01/PC02 Plus Postage.
Language: English
Document Type: DISSERTATION (040); PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Illinois
Journal Announcement: RIEFEB97
A study examined the use of sensory integration techniques to reduce the maladaptive behaviors
that interfered with the learning of nine high school students with mental impairments attending
a special school. Maladaptive behaviors identified included rocking, toe walking, echolalia,
resistance to change, compulsive behaviors, aggression, tantrums, monotone speech, and
gagging. A literature review examined the relationship between the senses and behavior of those
with disabilities; the functions of nervous system and sensory integrative processes; and various
methods of behavioral intervention including aversives, drugs, megavitamins, diets,
psychotherapy, animal therapy, auditory integration therapy, and sensory integration techniques.
The intervention involved the use of various sensory integration techniques including
auditory/vestibular, visual, olfactory, gustatory, tactility, speech/communication, behavior, and
balance techniques. After the intervention, the teacher reported a decrease in maladaptive
behaviors and increase in student enjoyment of the activities. Appendices include observation
checklists, a caretaker questionnaire, and the parental consent form.
Descriptors: *Behavior Modification; *Behavior Problems; Educational Strategies; High
Schools; Instructional Effectiveness; *Intervention; *Mental Retardation; *Sensory Integration;
Sensory Training; Special Schools; *Training Methods
ED364006 EC302575
Promoting Self-Determination Using the Life Centered Career Education Curriculum.
Wehmeyer, Michael
Arc, Arlington, TX. 9 Apr 1993
23p.; Paper presented at the Annual Convention of the Council for Exceptional
Children (71st, San Antonio, TX, April 5-9, 1993).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION (141);
POSITION PAPER (120)
Geographic Source: U.S.; Texas
Journal Announcement: RIEAPR94
This paper examines issues concerning self determination for people with mental retardation
and other disabilities, within the context of the Life Centered Career Education (LCCE)
curriculum. It looks at various views of self-determination; offers a definition; and relates
self-determination to autonomy, self-actualization, and self-regulation. Aspects of the
Individuals with Disabilities Education Act dealing with self-determination and transition are
considered, as are best practices in promoting self-determination and the educator's role in this
process. The paper then addresses the curricular components of self-determination, describing
the development of one organization's (The Arc) model of self-determination and a project which
resulted in the identification of four LCCE competencies and 17 subcompetencies which focus
on developing self-determination skills. The project reviewed relevant LCCE lesson plans, made
revisions for greater suitability with secondary students having mild cognitive disabilities, and
field tested the materials with this population in a wide range of settings. General guidelines for
applying the LCCE curriculum are offered. Finally, the paper addresses training and assessment
aspects of applying the LCCE to self-determination instruction.
Descriptors: *Career Education; *Curriculum Development; Daily Living Skills; Instructional
Materials; Lesson Plans; *Mental Retardation; *Personal Autonomy; Secondary Education; Self
Actualization; *Self Determination; Self Efficacy; Self Esteem; Self Evaluation (Individuals);
*Student Educational Objectives
Identifiers: *Life Centered Career Education
EJ534098 EC614525
The Use of Unrelated Instructive Feedback When Teaching in a Small Group Instructional
Arrangement.
Whalen, Catherine; And Others
Education and Training in Mental Retardation and Developmental Disabilities, v31 n3
p188-202 Sep 1996
ISSN: 1079-3917
Language: English
Document Type: JOURNAL ARTICLE (080); RESEARCH REPORT (143)
Journal Announcement: CIJAPR97
Three elementary students with mental retardation were taught math facts during small group
instruction in a regular classroom, using unrelated instructional feedback (sight word vocabulary
cards). Results found that all students learned their targeted stimuli, some of their unrelated
stimuli, and some of their peers' target stimuli through observational learning.
Descriptors: Arithmetic; Classroom Communication; Elementary Education; *Feedback;
Instructional Effectiveness; Mathematics Instruction; *Mental Retardation; *Observational
Learning; Sight Vocabulary; *Small Group Instruction; Teaching Methods
ED391282 EC304531
Structured Methods in Language Education: SMILE.
Wolf-Schein, Enid G.
Jul 1995
13p.; Paper presented at the International Congress on Education of the Deaf (18th, Tel Aviv,
Israel, July 16-20, 1995).
EDRS Price - MF01/PC01 Plus Postage.
Language: English
Document Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION (141)
Geographic Source: U.S.; Florida
Journal Announcement: RIEJUN96
This paper describes a method of language intervention, Structured Methods in Language
Education (SMILE), used with students having severe language disabilities due to such factors as
autistic disorder, central auditory dysfunction, impaired hearing, or mental handicap. SMILE
develops a hierarchy of skills leading from phonology to morphology to syntax. It starts with the
smallest unit of language, the phoneme, which is immediately associated with its written
representation, the grapheme. As soon as the sound system and a number of words have been
learned, syntax is taught through linguistic string formulas and sentence patterns. The teaching
progresses from simple to complex at each level of the curriculum. The SMILE approach also
incorporates development of attention, specific and consistent teaching methodology, use of
structure and routine, immediate reinforcement, successive approximations leading to exact
repetition, pattern practice and substitution/transformation drills, and ongoing attention to
generalization. Student learning and progress is shared with parents by means of individualized
"books" showing new skills.
Descriptors: Autism; Curriculum; Deafness; Delayed Speech; *Developmental Tasks; Drills
(Practice); Elementary Education; Intervention; *Language Acquisition; *Language
Impairments; Mental Retardation; *Phonetics; Preschool Education; Severe Disabilities; Speech
Therapy; *Teaching Methods
EJ494793 EC610001
Let Me See What You Say: Let Me See What You Feel
Zeece, Pauline Davey; Wolda, Mary K.
TEACHING Exceptional Children, v27 n2 p4-9 Win 1995
ISSN: 0040-0599
Language: English
Document Type: JOURNAL ARTICLE (080); NON-CLASSROOM MATERIAL (055)
Journal Announcement: CIJAPR95
Target Audience: Teachers; Practitioners
This article discusses the use of sign language to facilitate language development of children
with developmental disabilities mainstreamed into the early childhood setting. It discusses the
benefits of using sign language, presents a rationale for its use, and provides instructional
guidelines and resources.
Descriptors: Communication Skills; *Developmental Disabilities; Early Childhood Education;
Expressive Language; *Language Acquisition; Mainstreaming; *Sign Language; *Teaching
Methods
ED354701 EC301886
Siblings: Brothers and Sisters of People Who Have Mental Retardation. Arc Q & A
Series.
Arc, Arlington, TX. Jan 1993
3p.
Sponsoring Agency: Minnesota Governor's Planning Council on Developmental Disabilities,
St. Paul.
Contract No: MGPCDD-25200
Available From: The Arc, 500 E. Border St., Suite 300, Arlington, TX 76010.
EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
Language: English
Document Type: NON-CLASSROOM MATERIAL (055)
Geographic Source: U.S.; Texas
Journal Announcement: RIEJUL93
Basic information about siblings of people with mental retardation is presented in a
question-and-answer format. The following questions are addressed: "Is having a sibling with a
disability different than having a sibling who does not have a disability?"; "What are some of the
concerns of siblings of people with disabilities?"; "Are there any benefits to being the brother or
sister of a person with a disability?"; "What are some positive actions parents can take with their
children when there is a sibling with a disability?"; "How does family structure affect siblings?";
and "What is being done to address concerns that siblings may have about having a brother or
sister with a disability?" Also provided is a list of three organizational resources and five
references.
Descriptors: Child Rearing; *Disabilities; *Emotional Adjustment; *Family Relationship;
*Mental Retardation; *Sibling Relationship; *Siblings
Top of Page Back to ERIC Menu Back to Hoagies' Gifted Education Page
copyright © 1998
ERIC Clearinghouse on Disabilities and Gifted Education
 |
Thanks!
