MENTALLY RETARDED & EDUCATION.   Term Paper ID:20081 Click to get this paper

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Paper Abstract: Examines intervention strategies for schooling of developmentally disabled. Paper Introduction: The American Association on Mental Deficiency (Coleman, 1986, 22) defines the term mental retardation as " ... significantly subaverage general intellectual functioning resulting in or associated with impairments in adaptive behavior and manifested during the developmental period." There are three components to this definition: psychometric, social inadequacy, and upper chronological age for emergence of the condition. The term subaverage general intellectual functioning refers to the results on one or more individually administered, standardized tests of intelligence. The term significantly refers to an intelligence quotient (IQ) of 70 or less, or of 75 in the school setting, The term impairments in adaptive behavior refers to significant limitations in the ability of the student to meet the standards of maturation, learning, personal independence, social Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. The term significantly refers to an intelligence quotient(IQ) of 7 or less, or of 75 in the school setting, The term impairments inadaptive behavior refers to significant limitations in the ability of thestudent to meet the standards of maturation, learning, personalindependence, social responsibility, or some combination of these that isexpected for his/her age and cultural group. The developmentalperiod refers to any point between conception to the 18th birthday of thestudent. Third, program planning must involveidentification of target behavior, the design of programs to meet thesebehaviors, and facilitation for the children to have success in each skillarea. Dmitriev (Dmitriev & Oelwein, 1988) reports that early interventionfor the mildly through severely retarded begins within the homeenvironment. Dmitriev (Dmitriev & Oelwein, 1988) reports that the firsteducational model for the provision of intervention-based services for thementally retarded and other developmentally delayed children was foundedupon the 1968 Handicapped Children's Early Education Assistance Act. Matson and Marchetti (1988) report that early intervention programsfor the developmentally disabled can be facilitated by school professionalsassisting family members to adjust to having a developmentally disabledchild. Here, the parents, as the first educators, can insure thatthese children are within environments that allow them to be activeinitiators, discoverers, and responders. New York: Praeger. Dmitriev (Dmitriev & Oelwein, 1988) reports that program objectivesfor the trainable mentally retarded include: enabling preschoolers tofunction independently in a noninstitutional environment by providingsystematic early intervention from birth through kindergarten; specificallydefining and developing skills related to physical, intellectual, andsocial and language development; developing the curricula and strategiesfor the attainment of said skills; giving training and classroom practicumto parents to enable them to apply teaching and management procedures inthe home; keeping continual measurement on the children's progress andbasing all decisions and teaching activities on the resulting data; and thedissemination of information about the project through progress and annualreports. The classroomstaff must determine objectives for each classroom activity (e.g.,individual, small-group, large-group, and learning centers);-and theclassroom staff must be responsible for each activity. Adaptive behavior is the most difficultcomponent to measure, in that societal expectations change for students asthey mature. "Many preschool programs for the special child are either sorigid that the staff-directed children move through the day like puppets,or so lax in structure and purpose that very little learning takes place"(1 1). MacMillan (1982) reports that early intervention for the EducableMentally Retarded (EMR) and the Trainable Mentally Retarded (TMR) issuccessfully based on normal developmental, behavioral, cognitive-developmental, and cognitive-learning models. Matson and Marchetti (1988) report that, for the developmentallydisabled, the early childhood years prove critical, in that this is whenthe developmental disability is likely to be discovered. The American Association on Mental Deficiency (Coleman, 1986, 22)defines the term mental retardation as " ... Boston: Little, Brown and Company. & Carson, R. TheFirst Chance programs were developed resultant to this federal legislationto guide educators and others in establishing behavioral, developmental,and educational goals and objectives for the mentally retarded and otherdevelopmentally delayed students. During the early childhood years, these students are affected byPublic Law 94-142 and Public Law 99-457, which have resulted in such asIndividualized Education Plans and referral to special education classes. Their level of adaptive behavior will significantly determineif some of these children must be institutionalized. The American Association on Mental Deficiency (Coleman, Butcher, &Carson, 198 ) reports that those children who are mildly mentally retarded(IQ = 52-67) are educable, and constitute the largest percentage ofmentally retarded individuals. The term subaverage general intellectual functioning refers tothe results on one or more individually administered, standardized tests ofintelligence. Dmitriev, V. Although thesechildren can develop limited levels of personal hygiene and self-helpskills, they will always be dependent on someone for care. As well, theirrate of learning and level of conceptualizing is limited. This must be identified. Developmental disabilities. The programs mustbe implemented as planned, with materials, equipment, and activitiesmanaged to meet the stated objectives. Moreover,family members can be encouraged to fully participate in the educationalprocess by means of contributing to Individualized Education Plans (IEPs),conferences, and meeting with IEP Team members. Advances in Down syndrome.Seattle: Special Child Publications. With early diagnosis, parental assistance,and special education programs, the great majority of these children canadjust socially, master simple academic and occupational skills, and later,become self-supporting citizens. Following the First Chance programs,several hundred other programs evolved to provide interventions for thementally retarded and other developmentally delayed individuals. ,acquisition, proficiency, transfer, and generalization). Coleman (1986) notes that, in addition to the interventions providedto students within the school setting, there are to be services provided tothe parents of these children, in the form of support, information, andtraining, all of which are rendered in accordance with individual needs,schedules, and the preferences of parents. Alife-span Perspective. Either standardized scales orclinical judgment can be used to measure this component. & Marchetti, A. MacMillan, D. Abnormal psychologyand modern life (6th ed.). The Milwaukee Project, whichused total intervention, successfully focused on the provision of education(i.e., special education and mainstreaming), medical care, social workservices and parental involvement techniques from birth for children inimpoverished homes. (1982). The goals and objectives are to bebased on a wide variety of information, including assessment results, staffobservations, and parent priorities. Matson, J. In contrast, socialadjustment is expected for adulthood. Such assistance can include the provision of information oneducational systems and as regards educational entitlements. For the severelymentaly retarded (IQ = 2 -35), motor and speech development are severelylimited and sensory defects and motor handicaps are common. Evidencing a least restrictive environment, theschool setting must be self-reducing, whereby the given student is anactive discoverer who is allowed to increase discovery as he or she becomesmore capable of handling increasing freedom. Further, programs must span the stages of learning (e.g. & Oelwein, P. (1986). Philadelphia: Grune & Stratton.----------------------- 8 Some of thesechildren can later be taught skills to allow them to perform simpleoccupational tasks with supervision. Coleman (1986) reports that the model for early intervention forchildren with Down Syndrome and other developmentally delayed childrenconsists of five components. This model has been shown to beeffective, by means of the applicable students in The Program for Childrenwith Down Syndrome and other Developmental Delays evidencing a mean gain of3. First, assessment is to be provided as a partof the educational process, with information being rendered thatdemonstrates the student's entering skills, behavior patterns, deficitareas, and the indicated support services. (1988). References Coleman, J., Butcher, J. Lacking early andproper intervention, the effects of this condition may be exacerbated.With the enactment of several legislative acts, the benefits of earlyintervention have come to be recognized, resulting in the greater existenceand coordination of early intervention programs for the developmentallydisabled. Theblend of structure and opportunities for interaction must be carefullydesigned. Last, evaluation must be based ondata taken to determine the effectiveness of the strategies designed tomeet the stated objectives. For the moderately mentally retardedchildren (IQ = 36-51), some can be taught to read and write to a limiteddegree and to achieve a fair command of spoken language. With earlydiagnosis, parental help, and adequate opportunities for training, most ofthese children can achieve partial independence in daily self-care,acceptable behavior, and economic usefulness in a family or other shelteredenvironment. For example, independent living,working, and conformity to social standards are expected of adults. These children must remain in custodial care for theirfull lives. (1988). Interventions for developmentally disabledstudents. 5 months, ranging from 2.32 months in expressive language to 4.2months in cognitive (1 5). Mental retardation in school and society (2nded.). For the profoundly mentally retarded(IQ = under 2 ), there is severely deficient adaptive behavior and theinability to master any but the simplest of tasks. Glenview: Scott, Foresman and Company. Coleman, M. Further, this setting mustinclude a range of opportunities for students to have self-initiatedinteraction with materials and equipment by means of spontaneous play. The results of this project showed improvement in IQ,focal skills, and cognitive abilities for most students. The indicated criteria are to be stated forprogram change, whereby indication is given for when to change the givenprogram if the student is not progressing. (198 ). For this, the environment isminimally restrictive, evidencing an ecological approach and structure.For the school setting, teachers and others must insure that a carefulcombination of child development principles and behavioralanalysis/modification. significantly subaveragegeneral intellectual functioning resulting in or associated withimpairments in adaptive behavior and manifested during the developmentalperiod." There are three components to this definition: psychometric,social inadequacy, and upper chronological age for emergence of thecondition. If speech develops, itmay not be useful. For example, in preschool, students are expected to sit,crawl, stand or walk when interacting with peers. Second, goals and objectivesare to be provided in measurable terms. 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