CHILDREN AND

YOUTH WITH
SPECIAL EDUCATION
NEEDS

GROUP 4
 Mental
Retardation
Emotional
Learning and
Disabilities Behavioral
Disorders

various forms
of special
education
needs among
children such Health
Gifted and as: Impairmen
Talented
ts
A. Perspectives of Mental Retardation

1. Mental Retardation is a Complex Condition

Mental retardation is not a trait that exists
separately from other characteristics of the
individual. It is rather a condition or state that
affects the manner by which a person is able to
cope successfully with the demands of daily living
at home, in school, in the community, and other
environments.
2. Mental Retardation is Developmental
Disability Person with mental retardation suffers
from lags or delay in his or her general
development profile.
 3. Mental Retardation results in Substantial
Limitations in Three or More of the Major
Activities of Daily Life.
These are self-care, receptive and expressive
language, learning, mobility, self-direction,
capacity for independent living, and economic
self-sufficiency.
4. Mental Retardation encompasses a
Heterogeneous Group of People with
Children with Mental A
varying Needs, Features, and Life Contexts
Retardation require Mental retardation is viewed to exist in a
assistance from more continuum, accepted to be changeable.
abled people.
 B. What is mental retardation?

1. It refers to substantial limitations in present functioning

occurring before the age of 18. I It characterized by significantly
sub-average intellectual functioning existing concurrently with
related limitations in two or more of the following adaptive skill
areas:
2. Criteria of Mental Retardation
a. Substantial Limitations in Present Functioning means a
person has difficulty in performing everyday activities related to
taking care of one's self, doing ordinary tasks at home and at work.
b. Significantly sub-average Intellectual Functioning means that
the person has significantly below average intelligence.
c. Limitations in the Adaptive Skills or Behavior show in the quality of
everyday performance in coping with environmental demands.
d. Related Limitations in the Adaptive Skill Areas means difficulty in
performing the following tasks.
1. Communication
2. Self –care
3. Home living
4. Social skills
5. Community use
6. Self-direction
7. Health and safety
8. Functional academics
9. Leisure
10. Work
c. Classification of Mental Retardation
a. According to Intellectual Quotient Scores:
ii. Mild Mental Retardation (IQ scores = 55 to 69)
iii. Moderate Mental Retardation (IQ scores = 40 to 54)
iv. Severe Mental Retardation (IQ scores = 25 to 39
v. Profound Mental Retardation (IQ scores = below 25)
vi. Modern classification includes:
A. Milder forms of mental retardation
B. More severe forms which cluster the moderate,
severe, and profound.
 DSM - IV - TR AAMR
Mild 55 to 69 Mild 51 to 75
Moderate 40 to 54 Severe <50
Severe 25 to 39 Comparison
Profound <24 These levels are based on more of the
natural criteria, le, the increased Traditional
(left) and
The vast majority of children have likelihood of:
Modern
MR in the mild range. - An identifiable cause
(right)
- Comorbid health, behavior, and Classificatio
Actual number scores vary +/- 5 psychiatric disorders n of Children
points - The inability to benefit from with Mental
formal academic training Retardation
- Parental burn-out based on
- A need for guardianship as an I.Q. Scores.
adult in persons with severe MR

Support provided to children
with special needs depends on
the severity of the condition
b. According to Intensity of Needed
Supports
i. Intermittent Support are on "as needed"
basis. The person only needs help only at
certain periods of time and not at all time.
ii. Limited Supports are required
consistently, though not on a daily basis.
iii. Extensive Supports are needed on a
regular basis.
iv. Pervasive Supports are daily extensive
supports.
c. Causes of Mental Retardation
a. Prenatal Causes - those that originate during
conception of pregnancy until before birth which include
chromosomal disorders.
1. Down Syndrome
is a condition in which a triplet instead of normally two
chromosomes in the 21st set exists. This most often results
in moderate level of mental retardation, although some
function in the mild or severe ranges.
The characteristic physical features are short stature; flat,
broad face with small ears and nose; upward slanting eyes,
small mouth, with short roof.
ii. Klinefelter Syndrome is characterized as males receiving an x chromosome;
making XXY instead of the normal XY. Males with this condition have problems with
social skills, auditory perception, language, mild mental retardation.

A person with Klinefelter Syndrome

 iii. Fragile x Syndrome is a
condition characterized by triplet or
repeat mutation on the x
chromosome that interferes with
the production of FMR-1 protein
which is essential for normal brain
functioning. This is described as
having social anxiety, avoiding eye
contact, tactile defensiveness,
turning the body away during face-
to-face interactions, and stylized,
Fragile x Syndrome ritualistic forms of greeting.
 iii. William syndrome caused by
the deletion of a portion of the 7th
chromosome. This is characterized
as having dwarf-like facial features
and manner of expression exudes
cheerfulness and happiness;
overfriendly; lack of reserve over
strangers; uneven profiles of skills;
Persons with William Syndrome
hyperactivity and low tolerance for
frustration and teasing.
v. Prader-Willi Syndrome caused by the
deletion of a portion of the 15th
chromosome. Infants have hypertonia
followed by development insatiable
appetite which can lead to obesity.
Impulsivity, aggressiveness, temper
tantrums, obsessive-compulsive behavior
are common. Persons with Prader-Willi
Syndrome

Children with Phenylketonuria
vi. Phenylketonuria- It is a genetically
inherited condition in which a child is born
without an important enzyme needed to
break down an amino acid called
phenylalanine found dairy products, and
other protein-rich food. Failure to break
down this amino acid causes brain
damage that often results
aggressiveness, hyperactivity, and severe
mental retardation.
vii. Developmental Disorders of the Brain
1. Anencephaly - major portions of the brain are absent.

2. Microcephaly - the skull is small and conical.

Example of Anencephalic Child

Example of Microcephalic Child
 3. Hydrocephaly - blockage of
cerebrospinal fluid in the cranial
cavity causes an enlarged head and
undue pressure of the brain.

An Example of Hydrocephalic Child

viii. Environmental Influences include maternal
malnutrition, irradiation during pregnancy,
juvenile diabetes mellitus, and fetal alcohol
syndrome or FAS.
b. Perinatal Causes
i. Intrauterine Disorders - such as maternal
anemia, premature delivery, abnormal
presentation, umbilical cords accidents, and
multiple gestation
ii. Neonatal Disorders - intracranial
hemorrhage, neonatal seizures, respiratory
disorders, meningitis, encephalitis, head trauma,
and birth.
c. Postnatal (Environmental)
i. Head injuries such as cerebral concussion, contusion or laceration.
ii. Infections such as encephalitis, meningitis, malaria, German measles, and
rubella.
iii. Demyelinating disorders such as post-infectious disorders and post-
immunization disorders.
iv. Degenerative disorders such as Rett's syndrome, Huntington's disease,
Parkinson's disease.

Child with Rett's Syndrome A Child with Huntington's Disease A Child with Parkinson's
Disease
v. Seizure disorders such as epilepsy, toxic-metabolic disorders
such as Reye's syndrome.
vi. Malnutrition especially lack of proteins and calories.
vii. Environmental Deprivation such as psychosocial
disadvantage, child abuse and neglect, chronic social/sensory
deprivation.
viii. Hypoconnection syndrome.
d. Learning Characteristics
a. Sub average Intellectual Tasks
i. Low Academic Performance - persons with mental retardation are likely to be slower in
reaching levels of academic achievement equal to their peers.
ii. Difficulty in Understanding Tasks - children with mental retardation tends to be
distracted by irrelevant stimuli rather than those that pertain to the lesson.
b. Memory Deficits
i. Difficulty with generalization of skills. The inability to generalize is related to the
inability to think abstractly.
ii. Low motivation. Some students show lack of interest in learning their lessons.
c. Deficits in Adaptive Behavior
i. Self-care and daily living skills. They are often taught basic self-care skills deliberately
which normal individuals learn by absorption and imitation.
ii. Social development. Limited cognitive processing skills, poor language development,
and unusual or inappropriate behaviour can seriously impede interactions with others.
iii. Behavioral excesses and challenging behaviour. Children with mental retardation
are more prone to inappropriate behaviour.
iv. Psychological characteristics. Children with mental retardation have slower
psychological development.
V. Positive characteristics. Children with mental retardation are friendly and kind. They
can get along well with others.

Through proper support systems, children with mental retardation will

slowly cope with learning difficulties.
e. Assessment Tools
a. Traditional Assessment. The child is referred to a team of clinical practitioners
for thorough evaluation of the child's intellect, socio-emotional and physical
development, health condition, and other significant information.
b. Team - Based Assessment Approaches
i. Multidisciplinary. Individual team member independently assess the child and
report results without consulting or integrating their findings with one another.
ii. Interdisciplinary. The members conduct an independent evaluation
individually. The findings are integrated together with the recommendations.
iii. Trans-disciplinary. It allows other team members as facilitators during the
assessment procedures
iv. Activity based Assessment. This is better than other models because of
parental involvement as well as the development of meaningful, child-centered,
positive behavioural supports and activity-based interventions.
c. Cognitive Assessment Tools include
Differential Ability Scale, Weehsier Intelligence
Scale for Children -III and Stanford Binet Test.
d. Adaptive Behavior Tools focus 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.
e. Educational Programs
i. Home - based Instruction Programs. The goal is
An Example of Team - Based
to provide a continuous program of instruction both
Assessment Approaches
in school and at home for a more effective
management of the handicapping condition.
f. Head Start Program. program operates
under the principle of early intervention as a
preventive measure against behaviour
problems among young children that may lead
ultimately to juvenile delinquency. g.
Community based Rehabilitation Services.
These are measures taken at the community
level that use and build on the resources of
the community to assist in the rehabilitation of
those who need assistance. An Example of Home - based
h. Urban Basic Service Programs. These Instruction Program
are based on the principle of home-based
instruction was adopted by the Urban Basic
Service Program as its education component.
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