WHAT??

Mental Retardation /

Developmental Cognitive

Disabilities BY: DIANA HALL

Past Definitions of Mental Retardation

Early 20th century definitions emphasized incurability this was consistent with beliefs about certainty of intelligence testing

and the widespread practices of eugenics

Individuals with mental retardation were prevented from participating in every day environments.

By the 1940’s the definitions reflected more durable themes that still remain in current definitions Social incompetence related to intellectual limitations

Developmental limitations occurring before adulthood

In the 1960’s, incurability was replaced by an emphasis on present function Defined as a symptom, rather than a condition

Was seen as behavioral, rather than organic

In 1992 the definition described mental retardation as present functioning rather that a permanent state of being The definition also noted that functioning typically varies during the

course of one’s life

Adaptive behavior and intelligence reflect the two recurring themes in the definition (Promising Practices for the Identification of Individuals with DCD)

Mental Retardation

The definition has evolved over the years.

Past definitions of mental retardation have sparked ongoing debate.

Refers to a condition resulting in significantly below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects education performance and require special education and related services. This category does no include conditions primarily due to sensory or physical impairments, traumatic brain injury, autism, severe multiple impairments, cultural influences, or inconsistent educational programming.

(Maanum)

Developmental Cognitive Disabilities

Definition according to Individual with Disabilities Act (IDEA):

“Developmental Cognitive Disability (DCD)” means a

condition resulting in significantly below average intellectual

functioning and concurrent deficits in adaptive behavior that

adversely affects educational performance and requires special

education and related services. DCD does not include conditions

primarily due to a sensory or physical impairment, traumatic

brain injury, autism spectrum disorders, severe multiple

impairments, cultural influences, or inconsistent educational

programming.(Promising Practices for the Identification of Individuals with DCD)

SPOT THE DIFFERENCE

Mental Retardation

A condition resulting in significantly below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects education performance and require special education and related services. This category does no include conditions primarily due to sensory or physical impairments, traumatic brain injury, autism, severe multiple impairments, cultural influences, or inconsistent educational programming.

DCD A condition resulting in significantly

below-average intellectual functioning and concurrent deficits in adaptive behavior that adversely affects educational performance and requires special education and related services. DCD does not include conditions primarily due to a sensory or physical impairment, traumatic brain injury, autism spectrum disorders, severe multiple impairments, cultural influences, or inconsistent educational programming.

(Promising Practices for the Identification of Individuals with DCD), (Maanum)

Interchangeable?All findings conclude that the terms are

interchangeable.

However

Often DCD is broken down to Developmental Disabilities or Cognitive Disabilities and Developmental Delays and Cognitive delays.

What are These Definitions?

Developmental Disabilities

A cognitive, emotional, or

physical impairment, especially

one related to abnormal

sensory or motor development,

that appears in infancy or

childhood and involves a failure

or delay in progressing through

the normal developmental

stages of childhood.

Life long

Cognitive Disabilities

Cognitive disability –

Limitation of the ability to

perceive, recognize,

understand, interpret,

and/or respond to

information. Often this

refers to Learning

Disabilities.

Life long(Farlax, Inc.) , (Encyclopedia of Children's Health)

More Definitions

a condition, which represents a significant

delay in the process of development

skill deficits including specific delays in

language, perception, metacognition,

social, emotional, and/or motor

development

Developmental Delays differ from other

types of learning disabilities in that they

may improve with intervention and may

eventually disappear.

refers only to children between the ages of

0 and 8 years

Developmental and

Cognitive Delays

(The Same)

(Bishops College Social Services/Education Website)

WHAT DISABILITIES DOES MENTAL RETARDATION OR

DCD INCLUDE THEN?

Down’s Syndrome

Fragile X Syndrome

Prader-Willi Syndrome

Hunter Syndrome

Fetal Alcohol Syndrome

Rett Syndrome

Congenital Rubella

Encephalitic (Swelling of the Brain)

Congenital Cytomegalovirus (CMV)(Maanum)

Degrees of Mental Retardation and DCD: Mild to Moderate

Mild Approximately 85% of the mentally retarded population

IQ score ranges from 50-75

can often acquire academic skills up to the 6th grade level

can become fairly self-sufficient and in some cases live independently, with community and social support

Moderate About 10% of the mentally retarded population

IQ scores ranging from 35-55

can carry out work and self-care tasks with moderate supervision

typically acquire communication skills in childhood

able to live and function successfully within the community in a supervised environment such as a group home

(Farlax, Inc.)

Degrees of Mental Retardation and DCD: Severe to Profound

Severe About 3-4% of the mentally retarded population

IQ scores of 20-40

may master very basic self-care and communication skills

are able to live in a group home

Profound Only 1-2% of the mentally retarded population

IQ scores under 20-25

may be able to develop basic self-care and communication skills with appropriate support and training

retardation is often caused by an accompanying neurological disorder

need a high level of structure and supervision

(Farlax, Inc.)

So What?

Disabilities Can Affect Everyday

Life

But How?

• Socially• Academically• Language deficits• Impairments• May need help with mobility • Daily Care (bath rooming,

eating)• Special Transportation• May need to use Assistive

Technology

How are these Students Affected?

Help with Daily TasksAs Para educators you may need to help students in daily activities such as eating or using the bathroom

participate in physical education activities and swimming as assigned

assist students in getting on and off school buses

supervise students in the absence of the teacher

Use behavior management skills in implementing behavioral strategies

lift and assist students in the use of wheelchairs; classroom and playground

equipment, bathrooms and other school facilities

under the training of the Special Education nurse perform a variety of medically related duties including

administering medications

tube feeding

oral and tracheal suctioning

catherization and changing colostomy bags as required by individual students

apply feeding techniques as prescribed by the teacher

assist students with toileting(Personnel Commission Job Description Special Ed Classroom Assistant), (U.S. Bureau of Labor Statistics)

How is Transportation Effected? If it is determined that a student needs specialized transportation as a

related service, transportation staff shall be invited to participate in the IEP process and serve as an additional resource.

transportation staff person could be expected to serve two major functions as a member of the IEP team

primary function would be to gather information regarding the student's expected transportation needs

secondary function would be to educate the IEP team members regarding the transportation environment

type and configuration of the vehicle

probable length of ride

conditions with respect to temperature extremes during loading/unloading and on the bus

pickup/drop-off

type of device/occupant securement system to be used

need for the vehicle to be equipped with an emergency communication system

degree of training and skills of the driver

need for a bus attendant(IDEA)

More on Transportation If the IEP team indicates a need for transportation as a related service and

if the student will need special care or intervention during transportation (or has adaptive or assistive equipment needs), transportation staff participation is essential in developing information addressing the following concerns:

Can the student be safely transported with out undue risk to the student or others

Does the student have medical, physical or behavioral concerns which would expose the student to unreasonable risk

Can assistive or adaptive equipment identified as necessary to accommodate the student during the transportation process be safely secured and transported

are there adequate instructions regarding its use

The team may utilize information and reports from other experts to assist in their decision making and IEP planning

such as physical therapists, occupational therapists, rehabilitation engineers or equipment vendors for advice

It is often necessary to review various alternative transportation options to meet a student's needs, such as parent or relative providing transportation with reimbursement of mileage costs, public or private transportation at public expense, or the continuum of transportation services available to students with disabilities

(IDEA)

Now What?

DCD Students are often included in the Regular Education Classrooms

What can Educators do to Help them in the inclusive learning Environment?

Click icon to add picture

Strategies to Assist Students

Will vary depending on degrees of disability Mild to moderate Mental Retardation or DCD

Keep in mind that educational goals are about more that academics

Consider seating arrangements

Minimize distractions

Pair student with a capable buddy that can help keep student on task

Be consistent with classroom routines

Require same routines each day and students will be likely to learn to do routine independently

enter classroom

hang up jacket

empty back pack

put lunch away

Provide Predictability

Can teach independence

Decrease unwanted behaviors caused by not understanding expectations

Provide a visual schedule

o Can be written or adapted with pictures or items to show schedule Use a timer to show students when activity will be over and they can move to next task

Provide task boxes

o Complete each task before moving on to next task

(Pulsifer)

Strategies for Profound to Severe

Self-contained classrooms are most common educational placement for students with severe-profound Mental Retardation/DCD, however this trend is changing and more students are being placed in the general education classrooms for a portion of their day.

Break large skills into smaller ones Teach in sequenced series of small subtasks

Mainly focused in communication and self help skills

Provide lots of practice and repeated opportunities to respond

Give positive reinforcement for appropriate behavior

(Maanum)

IMPORTANT

Learn all there is to know about any needed AT

Form Strong Relationships and Trust with your Students

Have Patience

Help Maintain Students Dignity when assisting in daily activities

Be Respectful

Have High Expectations

Have Fun!!

YouTube Video Clip on AT

YouTube - Understanding Assistive Technology

REFERENCES Bishops College Social Services/Education Website. n.d. 19 April 2011 <http://www.bishops.k12.nf.ca/special/except.html>.

Encyclopedia of Children's Health. 2011. 19 April 2011 <http://www.healthofchildren.com/C/Cognitive-Development.html>.

Farlax, Inc. . The Free Dictionary. 2011. 19 April 2011 <http://medical-dictionary.thefreedictionary.com/Developmental+disability>.

—. The Free Dictionary. 2011. 19 April 2011 <http://medical-dictionary.thefreedictionary.com/Mild+mental+retardation>.

IDEA. "Guidelines for Transportation of Students with Special Needs." n.d. 20 April 2011 <http://www.sde.state.ok.us/Schools/Transportation/pdf/SES.pdf>.

Maanum, Jody L. "The General Educator's Guide to Special Education." Maanum, Jody L. Corwin: A Sage Company, 2009. 54-66.

"Personnel Commission Job Description Special Ed Classroom Assistant." n.d. 19 April 2011 <http://www.cajon.k12.ca.us/personnel_services/pdf/specialed_assistant.pdf>.

"Promising Practices for the Identification of Individuals with Developmental Cognitive Disabilities." 2004. Minnesota Department of Education. 19 April 2011.

Pulsifer, Lisa. "Teaching Tips for Developmentally Delayed Students." 20 July 2010. Brighthub. 16 April 2011 <http://brighthub.com/education/special/articles/78461.aspx>.

Rochford, John. Clear Helper. n.d. 19 April 2001 <http://clearhelper.wordpress.com/2010/01/19/definitions-of-cognitive-disability/>.

The New York Times Company. About.com. 2011. 19 April 2011 <http://learningdisabilities.about.com/od/glossar1/g/develdelay.htm>.

U.S. Bureau of Labor Statistics. "Bureau of Labor Statistics." 2010-11. United States Department of Labor. 20 April 2011 <http://www.bls.gov/oco/ocos153.htm>.