Mental Retardation in Relationship to Developing Learning

¶ … mental retardation in relationship to developing learning programs. Review relevant literature. Developmental learning programs are based on the child's cognitive abilities and IQ range. To begin, 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) (AAMR, 1992).

When considering the development of learning programs for the disabled, the following terms refer to the link between the child's IQ and their ability to learn basic skills. The least severe form of retardation is mild with an IQ range of 52-68. Moderate refers to an IQ range of 35-40 and 50-55; severe is 20-25 and 35-40 and profound is below 20-25. Individuals in these categories tend to learn at a slower rate, have a hard time combining skills and a difficult time maintaining skills and knowledge.

It is therefore incumbent upon those creating developmental programs to be aware of these limitations. The major challenge is to identify and develop appropriate programs and activities that are essential to functional development. Children who are mildly retarded can develop social and communication skills; muscle coordination is slightly impaired; often not diagnosed until later age. Can learn up to about the 6th-grade level by late teens; can be guided toward social conformity; can be educated.

Can usually achieve enough social and vocational skills for self-support, but may need guidance and assistance during times of unusual social or economic stress. Children who are moderate can talk or learn to communicate; social awareness is poor; muscle coordination is fair; profit from training in self-help. Can learn some social and occupational skills; progression beyond 2nd-grade level in schoolwork is unlikely; may learn to travel alone in familiar places.

May achieve self-support by performing unskilled or semiskilled work under sheltered conditions; need supervision and guidance when under mild social or economic stress. Children who are severe can say a few words; able to learn some self-help skills; have few or no expressive skills; muscle coordination is poor. Can talk or learn to communicate; can learn simple health habits; benefit from habit training. May contribute partially to self-care under.