Medications may play a role if the child has other concerns such as AD/HD or seizures (Ammerman & Herson, 2000).

Inclusion with Mental Retardation

Educationally, some research suggests that students with mental retardation learn more in general education classes than in special education. Studies on inclusion aren't quite as clear. Students may benefit from inclusion when younger, but when older it may have more negative effects unless the non-handicapped students are supportive of the program (Turnbull et. al.). In addition to behavioral and socialization support, students need functional as well as academic skills. For instance, they should be taught how to use public transportation and information about handling money (Turnbull et. al.).

Inclusion will only be successful when teachers use strategies that facilitate the student's success. Often the emphasis is placed on behavioral interventions. Such interventions must both reduce inappropriate behaviors and teach more suitable behaviors to replace them (Ammerman & Herson, 2000). For example, a student who hugs others at inappropriate times can be taught to give "high fives" instead. One behavioral approach called "Positive behavior support, or PBS< has been shown to work well with this population (Swartz).

This approach looks at the environment and the skills set of the individual as well as the behavior itself (Swartz). It works on those issues along with the behavior, taking a long-term view of teaching appropriate behavior (Swartz).

If the environment supports inappropriate behavior,...

For instance, if the student laughs inappropriately and his or her peers respond with laughter, then the peers' response is part of the problem. The peers must be taught not to respond to inappropriate laughter (Swartz). Students with mental retardation need to be taught how to use self-determination skills. They have to be taught to set goals, to identify what they have to do to meet the goal, to identify obstacles, and to determine a way around those obstacles. Teaching students such things as behavior within the classroom context and setting goals helps normalize the student and supports inclusion.
As these students approach adulthood, they need a strong transition program that will teach them needed workplace skills. They may need job coaches and/or support devices. One example of a support device reminds the person what steps to follow to perform specific tasks (Turnbull et. al.).

With a good plan that supports the student well within the general classroom environment, many students with mental retardation can progress within the general education setting.

SOURCES

Ammerman, Robert T., and Hersen, Michel. Advanced Abnormal Child Psychology. 2000: Lawrence Erlbaum Associates. Michel Hersen; Lawrence Erlbaum Associates, 2000.

Swartz, Stanley, L., Ph.D. "Positive Behavior Support: An Inclusion Strategy." Accessed via the Internet 6/10/05. http://www.stanswartz.com/positivebehaviorsupport.htm

Turnbull, Rud; Turnbull, Ann; Shank, Marilyn; and Smith, Shean J. Exceptional Lives.