Ed602 Lesson 1

i. American Association on Mental Retardation (AAMR):
According to AAMR, mental retardation is a cognitive disability that occurs before age 18. It is characterized by significant limitations in intellectual functioning and adaptive behavior as expressed in conceptual, social and practical adaptive skills. It is diagnosed through the use of standardized tests of intelligence and adaptive behavior. AAMR points out that both functioning and adaptive behavior are affected positively by individualized supports (AAMR, 2002).

1. Limitations in present functioning must be considered within the context of community environments typical of the individual’s age, peers and culture.

2. Valid assessment considers cultural and linguistic diversity as well as difference in communication, sensory, motor and behavioral factors.

3. Within an individual, limitations often coexist with strengths.

4. An important purpose of describing limitations is to develop a profile of needed supports.

5. With appropriate personalized supports over a sustained period, the life functioning of the person with mental retardation generally will improve (AAMR, 2002).

ii. Two components of mental functioning

1. Intelligence refers to a general mental capability. It involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience. An Intelligent Quotient (IQ) score that is obtained from standardized tests given by trained professionals represents intelligence. Mental retardation is generally thought to be present if an individual has an IQ test score of approximately 70 or below (AAMR, 2002).

2. Adaptive behavior is the collection of conceptual, social and practical skills that have been learned by people in order to function in their everyday lives. Significant limitations in adaptive behavior impact a person’s daily life and affect the ability to respond to a particular situation or to the environment. Limitations like the following can be determined by using standardized tests.

a. Conceptual skills: receptive and expressive language, reading and writing, money concepts, and self-direction.

b. Social skills: interpersonal, responsibility, self-esteem, is not gullible or naïve, follows rules, obeys laws, and avoids victimization.

c. Practical skills: personal activities of daily living such as eating, dressing, mobility and toileting; instrumental activities of daily living such as preparing meals taking medication, using the telephone, managing money, using transportation and doing housekeeping activities; occupational skills; maintaining a safe environment.

d. A significant deficit in one area impacts individual functioning enough to constitute a general deficit in adaptive behavior (AAMR, 2002).

iii. One condition that is typically classified under cognitive disability is Down’s syndrome.

1. Clinical characteristics

a. Down's syndrome is the most common cause of mental retardation (see mental retardation entry) and malformation in newborns. It occurs because of the presence of an extra chromosome.

b. Chromosomes are structures that carry genetic information in cells. They carry the instructions that tell cells what functions they are to perform. They determine the way a person's body looks and the way it functions.

c. Cells normally carry two matched sets of twenty-three chromosomes for a total of forty-six chromosomes. One set of twenty-three chromosomes comes from each parent. Down's syndrome occurs when one chromosome pair is damaged. That pair is designated as chromosome #21.

2. Educational impact

a. It is important to remember that while children and adults with Down syndrome experience developmental delays, they also have many talents and gifts and should be given the opportunity and encouragement to develop them.

b. Most children with Down syndrome have mild to moderate impairments but it is important to note that they are more like other children than they are different. Early Intervention services should be provided shortly after birth. These services should include physical, speech and developmental therapies. Most children attend their neighborhood schools, some in regular classes and others in special education classes. Some children have more significant needs and require a more specialized program.

c. Some high school graduates with Down syndrome participate in post-secondary education. Many adults with Down syndrome are capable of working in the community, but some require a more structured environment.

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