MENTAL RETARDATION

MENTAL RETARDATION

In the middle of the century (Garwood, 1983) the following six criteria was used to define Mental Retardation. 1. Social Incompetence, 2. Mental “Subnormality” 3. Developmental arrest, 4. a later developmental phenomena, 5. is of constitutional origin, or 6. incurability.

The American Association on Mental Retardation, defined, Mental Retardation as: substantial limitation in present functioning. It is characterized by significantly sub average intellectual functioning, existing concurrently with related limitations in 2 or more of the following adaptive skill areas: -Communication and self care –Home living and social skills –Community use and self-direction, - health and safety, - functional academics, - leisure, and –work.

Mental Retardation has been classified into four educational levels:
1. Educable/ Mildly Retarded: - IQs between 50 to 70 – They are not much difference from normal children in their physical characteristics and general health – they can develop language and social skills – they have little sensor motor impairment – they are delays of only 1 to 3 years – they are capable of learning fundamental academics and personal responsibilities.
2. Trainable/ Moderately Retarded:- IQs between 35 and 49 – their adaptive capacity seriously impaired –they are able to master self-care skills, basic language and functional academics – they can benefit from vocational and social training and, with supervision, and care for themselves – they can educate within segregated schools, training centers or private facilities.
3. Supportable / severely retarded/ dependent mentally retarded:- IQs between 20 and 34 – develop little or no speech and can learn basic hygienic skills.
4. “Life-support” mentally retarded/ profoundly retarded:- IQs less than 20 – they may capable of very limited self care and they require constant supervision in a very structured environment.
Different Types of Classification of Mental Retardation
Educational Intelligence Measure
Normal 85-115
Slow learner Borderline 70-84
75-89 Mild retardation 55-69
Educable Moderate retardation
50-74 40-54
Trainable Severe retardation
25-49 Wech, 20-35, Binet
Custodial Profound retardation
<25 <20 Binet

Causes of Mental Retardation
They are: 1. Organic/ Physiological causes 2. Cultural-Familial Retardation
1. Organic/ Physiological causes
A: Hereditary Factors
B: Hormonal and Metabolic conditions:-
-Phenylketonuria (PKU) [defect in enzyme activity]
-Cretinism (Hypothyrodism)
-Down’s Syndrome (abnormal number and patterns of chromosomes)
-Hydrocephaly:- It involves a fluid accumulation in the cranium which causes an enlargement of the head. (Large head)
-Microcephaly:- Small brain and small head
C: Prenatal Influences-radiation, viruses, vitamins, hormones and drugs
-mumps and chickenpox in early pregnancy
-heavy use of alcohol intake of pregnant women
-poor nutrition and birth injuries
-blood incompatibilities
D: Postnatal:
-physiological –organic problems (meningitis) –malnutrition

2. Cultural-Familial Causes:
-Complications during pregnancy, delivery and infancy – larger family size (5/more) –greater crowding –unskilled and semiskilled labor –severely punished for specific behaviour –environmental influences (neglect, malnutrition and mental disorder)

Identification, assessment and intervention

Identification:
They exhibit atypical physical features and serious delays in development soon after birth.
Difficulties are: [Infancy and Early childhood]
-Communication skills (speech and language), -self help skills – socialization (ability to interact with others)
Difficulties of childhood and early adolescence
-basic academic skills – reasoning and judgment – social skills to participate group activities and inter personal relationships
Late Adolescence and Adult life
-Vocational and social responsibilities and performance –Unable to understand teachers direction –show in all areas, academic, social emotional and physical – breaks rules of conduct or games –has short interest and attention span

Assessment-IQ Test
Infancy and Early Childhood:- -on sensor motor development –speech language and socialization skills
Late Childhood and Early Adulthood:- -Social skills –Academic skills –reasoning and judgment
Late adolescence and adulthood:- -vocational performance and social responsibility

Intervention-Education and training –good care and medical care

Familial support:- Attitudinal change –Adaptation training –counselling and proper guidance –work with professionals participate in rehabilitation program.

Educational Intervention:- -Placed in regular classes, special self contained classes, special day schools or institutional and adaptive behaviour –mildly retarded children placed in the regular class room, and to receive special help from resource room. –Moderately retarded children may learn in the regular class or special self contained classrooms. –Severely retarded children may placed in special classes, special schools or in group homes.