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I. Test how much you have learned about mental retardation by answering the following questions:

1. Explain the four elements in the 1992 AAMR definition of mental retardation.

A substantial limitation in current functionality is that it is difficult for a person to perform daily
activities related to their care, completion of normal tasks at home, and work related to other areas of
adaptability. Means. One of the problem areas is the scientific work when the person goes to school.

° Being well below average intellectual ability means that a person’s intellect is well below average. The
intellectual function is the sum of a wide range of cognitive abilities such as learning, problem solving,
knowledge accumulation, and adaptation to new situations. IQ has a flexible lower IQ range of almost 0
to 20 and an upper IQ range of 70-75 for one or more individual intelligence tests. The current IQ score
is 70, but it is recognized that a small number of people with intellectual disabilities can reach a score of
up to 75 because the IQ score is not an accurate measurement. Below-average intelligence functions
indicate intelligence, or at least the results of intelligence tests are not static or immutable. This current
concept is that intellectual ability can change, and at some point, in life a person diagnosed with
intellectual disability may not meet the criteria, or at a later point, mental retardation may disappear. It
is assumed that there is.

° Adaptive skills and behavioral limitations are reflected in the quality of daily performance in dealing
with environmental demands. People with intellectual disabilities do not fulfill the social responsibilities
expected of chronological ages and cultural groups. The general quality of adaptation is mediated by the
level of intelligence. Adaptive skills were evaluated using a standardized adaptive behavior scale.

° Related limitations in the field of adaptability mean that it is difficult for a person to perform various
tasks.

2. What makes mental retardation a complex, rather than a simple, developmental disability?

Mental retardation is a complex, rather than a simple developmental disability because

Intellectual disorders are characterized by a limited mental capacity and difficulty with adaptive
behaviors such as handling routines or social situations. Mental retardation also known as intellectual
disability describes someone who has a below-average intelligence quotient (IQ) and who lacks the skills
needed for daily living.

3. List the labels used in the past to describe children with mental retardation, why are these terms not
used anymore today?

Mental retardation has been known by many different names that are no longer used at
present. The old labels are mentally defective, mentally deficient, feebleminded, moron, imbecile and
idiot. In the past, a person's IQ score was the only determinant of mental retardation. Today, several
associations and agencies define mental retardation in different ways. However, almost all of them use
the IQ score as only one criterion and usually pair it with an assessment of how a person can manage
daily tasks which are appropriate for his or her age.

4. What are the classifications of mental retardation? In what ways are they different from each other?

The classifications of mental retardation are mild, moderate, severe and profound. Mild mental
retardation, their IQ score ranges from 50 to 75 and they can often acquire academic skills up to the
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sixth-grade level. Moderate mental retardation, about 10% of people with mental illness are classified as
moderately delayed. IQ scores for people with moderate disabilities range from 35 to 55. Severe mental
retardation, about 3-4 percent of people with mental illness are severely disabled. IQ scores for people
with severe disabilities range from 20 to 40. Profound mental retardation, only 1-2 percent of people
with intellectual disabilities are classified as severely retarded. IQ scores for people with severe
disabilities are less than 20-25.

5. Enumerate and describe the causes of mental retardation.

-Prenatal causes that originate during pregnancy until before birth are chromosomal disorders
such as trisomy 21 or Down syndrome, Klinefelter syndrome, Fragile X Syndrome, Prader-Willi
syndrome, Phenylketonuria, and William syndrome.

●Down syndrome named after Dr. Langdon Down is the best known and well-researched biological
condition associated with mental retardation. It is estimated to account for 5 to 6% of all cases. Caused
by a chromosomal abnormality, the probability of having a baby with DS increases to approximately 1 in
30 for women at age 45.

The characteristics of physical features are short stature; flat broad face with small ears and nose;
upward slanting eyes, small mouth with short roof, the protruding tongue that may cause articulation
problems older persons are at high-risk f Alzheimer’s disease and respiratory infection and heart defect
are common.

●Klinefelter syndrome, males receive an extra X chromosome. Sterility, underdevelopment of male sex
organs, acquisition of female secondary sex characteristics is common. Males with XXY sex
chromosomes instead of the normal XY often have problems with social skills and auditory perception
and language, sometimes mild levels of cognitive retardation.

●Fragile X syndrome, a triplet or repeat mutation on the chromosome infers with the production of
FMR-1 protein which is essential for normal brain functioning. Females may carry and transmit the
mutation to their children tend to have fewer disabilities than affected males.

●William Syndrome is caused by the deletion of a portion of the seventh chromosome. Cognitive
functioning ranges from normal to mild and moderate levels of mental retardation. Characteristics
dwarf-like facial features, physical features, and manner of expression exudes cheerfulness and
happiness "overly friendly" lack of reserve toward strangers.

●Prader-Willi syndrome, caused by deletion of a portion of chromosome 15. Initially, infants have
hypertonia to floppy muscles and may be tube-fed. The condition affects one in ten to 25,000 live births.

●Phenylketonuria (PKU) inborn errors of metabolism is generally inherited condition in which a child is
born without an important enzyme needed to reek down an amino acid called phenylalanine found in
dairy foods and protein-rich foods.

●Prenatal causes, intrauterine disorders such as maternal anemia, premature delivery abnormal
presentation umbilical cord accidents and multiple gestations in the case of twins, triplets, quadruplets
and other types of multiple births. Neonatal disorders such as impractical hemorrhage, neonatal
seizures, meningitis and head trauma at birth.
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●Postnatal causes include:

-head injuries such as a cerebral concussion or laceration.

-malnutrition especially lacks proteins and calories.

-hypo connection syndrome.

●Diseases of the mother during pregnancy may also result in mental retardation Infection is caused by
sexually transmitted diseases such as syphilis, gonorrhea, AIDS toxoplasmosis (blood poisoning).

6. What are the common characteristics of persons with mental retardation? Explain why they manifest
these characteristics.

Intellectual disability (ID), once called mental retardation, is characterized by below-average

intelligence or mental ability and a lack of skills necessary for day-to-day living. People with intellectual
disabilities can do and learn new skills, but they learn more slowly.

7. What assessment procedures are used in the Philippines to identify children and youth with mental
retardation?

Traditional assessment which the parents fill in a pre-referral form about the family history and the
developmental history of a child. Team-Based Assessment Approaches where individual team members
independently assess the child and report results without consulting or integrating findings with one
another. Activity-Based Assessment that the parental involvement as well as the development of
meaningful, child-centered, positive behavioral supports and activity-based interventions. Adaptive
Behavior Assessment Tools focuses on how well individuals can function and maintain themselves
independently and how well they meet the personal and social demands imposed on them by their
cultures.

8. Enumerate the types of educational placement for students with mental retardation. Describe each
type.

In the past, students with mild to moderate mental retardation were usually placed in a self-
contained class. It helps the student to emphasize the communication arts, mathematics, self-help skills,
social and recreational skills, motor skills, and prevocational and vocational skills. At present, the
student with mild to moderate mental retardation is enrolled in the regular classroom. The teacher
works together to help the child attain the goals and objectives.

9. Do you favor inclusive education for students with disabilities? Explain your stand on the issue.

Education is right that a child must acquire but due to some circumstances, it became a privilege
that cannot be accessed by everyone. Disability is one of few factors that prevent children from
attending schools and acquiring knowledge that will be useful in their future. Having children with
disability attend inclusive class is a great choice for me in order for the student to get used to being in
the public and interacting with a capable person. By isolating these children will only fuel their fear of
judgment from other people, we must let them interact and learn side-by-side with the rest of the
community for them to develop their sense of belongingness and there's a chance that they might find a
way to fulfill what they are lacking like Jessica Cox. But the teachers must have a piece of proper
knowledge in approaching students with disabilities, especially those who have Mental retardation.
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10. What strategies are used in teaching students with mental retardation?

These are the strategies that can be used in providing proper education with students with mental
disorders:

•Together, study the student's IEP or Individual Educational Plan and agree on the teachers' roles and
responsibilities to make inclusive education and mainstreaming work. In making these plans, the family
members must be present to know the behavior and things that catch the attention of the students to
make an effective set of activities.

•Set regular meetings with each other, with the students or their families to assess how effective the
program is going and what else needs to be done. The teacher must assess the situation of the student
regularly to know the things that need to be improved and to be changed for the student to learn
effectively.

•Encourage acceptance of the student by the classmates by setting an example and giving the student
the chance to show that he or she is more like the others than different. The student must feel
acceptance from the people around him/her, especially from other students that will become her/his
second family throughout the school year. The teacher must provide social activities that will strengthen
the bond between the students.

•Use instructional procedures that will be of benefit to the student, such as demonstrating the more
complex and difficult tasks, and providing multiple opportunities for practice.

•When teaching abstract concepts, provide multiple concrete examples. The teacher must provide
examples that are easy enough to be understood by the student.

•Supplement verbal instructions with demonstrations whenever possible.

•Assign a peer tutor to assist the student during independent activities.

•Vary the tasks in drills and practice activities.

Encourage the use of computer-based tutorials and other appropriate computer-based materials. In-
class lectures, utilize the lecture-pause technique.

•Have a volunteer tape-record reading assignments if the student is unable to read.

•Use cooperative learning strategies involving heterogeneous groups of students.

• Use multilayered activities involving flexible learning objectives to accommodate the needs of
students with diverse abilities.

•It is also good to partner the students with mental retardation with non-disabled classmates who have
similar interests.

•Encourage regular students to assist the students with mental retardation as they participate in-class
activities.

II. Reflection and Application of Learning

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1. Before you studied this chapter, what were your ideas about persons with mental retardation? How
did such preconceived ideas come about?

Before we study this chapter our idea about people with mental retardation is that they are the
people that have below-average intelligence or mental aptitude, as well as a lack of life skills.
Intellectually disabled people can and can learn new skills but at a slower pace. Children with
impairments may have trouble communicating their wishes and requirements, as well as taking care of
themselves. This handicap can lead a youngster to learn at a slower rate than other children his or her
age. They may need more time to learn to speak, walk, dress or eat without assistance, and they may
struggle in school. Their relatives may also be struggling to cope. These preconceived ideas we got came
from our past experiences. For we already encountered it way back in junior and senior high school.
These preconceived ideas we got came from our past experiences. For we already encountered it way
back in junior and senior high school.

2. What skills can the 14-1/2-year-old boy Raymond who has profound mental retardation do:

a. independently, or alone, by himself?

Understanding and adhering to social standards and customs, as well as observing laws and
identifying others' motivations in order to avoid victimization and deception, are among Reymond
abilities. He can often get by on his own with only a little help from others.

b. with minimal verbal and physical prompts?

As a kid like Raymond that has profound mental retardation, he still has skills where he can
point his head nose eyes mouth and even his hair. He can also follow instructions to roll to jump to crawl
to engage in balance and as long as there are instructions he can follow and even arranged things with a
guide. In short, he is able to do fine physical motor activities.

C. with maximum verbal prompts and physical assistance?

Here, Raymond can still do daily living skills that he can use every day for personal management,
such as he can do a simple laundry with a handkerchief and towel as well as he can execute simple
cooking procedures likely slicing ham picking vegetable and slicing it but the knife should be in plastic for
his safety also cooking an egg. Overall, it shows that with the help of the school’s
therapist, Raymond can do basic household chores wherein he can do things by himself and even had
fun doing it.

3. How old were you when you learned to do those skills for the first time?

I developed the same skills such as cleaning, self-help activities, learning shapes and more
around 4-7 years old which is half of Raymond's age. We all go through that stage but in different
phases.

4. What skills can Raymond not do yet for a teenager his age?

I think at Raymond's age which is 14 and a half years old, most teenagers can go out and go
home, buy pieces of stuff, do household chores, solve harder academic problems, do physical activities,
develop friendships and bonds and more. But in this scenario, he has a different case where
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understanding and patience are the uttermost priority since he has this condition where he developed
his skills late. Time will come, he will be able to do these things too.

5. How do you feel about being a person with a developmental disability like Raymond?

Honestly, having a developmental disability like Raymond is obviously hard. You can't control
the way how other people will treat you so having that kind of condition it's really challenging. But if
ever I am in a situation like him, all I ask is to have understanding, patience and kind people around me
since it is the most important thing you can have. It is according to the Social Learning Theory of Albert
Bandura that the knowledge and learning of someone also depend on what kind of person he/she is
with while growing up. I have no problem with having the same condition but all I can say is it is quite
challenging.

Members:
MAGLAYA, JAYSEN LOID
MESIAS, TRIXIE ROSELLE Y.
NERO, KATHLEEN
NILOBAN, DANIELA
OLAVERE, CHRISTINE JOY
OMEREZ, JOHN GENER
OPALDA, KAYE R.
PADERON, MA. ALTHEA