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,...
Mental Retardation in Film: Radio Main Actors: Cuba Gooding Jr., Ed Harris, Debra Winger Year released: 2004 A mentally retarded young man, nicknamed "Radio" due to his love of radios (real name James Robert Kennedy; played by Cuba Gooding Jr.) is befriended by a high school football coach in Anderson, South Carolina, Harold Jones (played by Ed Harris), after some of the coach's star players play a mean trick on Radio and he
Incidence, Diagnoses, Characteristics and Safety Considerations Involved in the Provision of Physical Education Activities to Students with Mental Retardation with Autism An Examination of the Incidence, Diagnoses, Characteristics and Safety Considerations Involved in the Provision of Physical Education Activities to Students with Mental Retardation With and Without Autism To excuse students from physical education is the safe way out, but it does not meet their needs since it becomes costly to
Because of the lack of clarity and certainty regarding mental retardation or intellectual disability, the effect of having students with this issue in a classroom can be somewhat more chaotic than with other developmental disorders, where specific modes of instruction have been developed. It can be difficult to predict what a student with mental retardation might be stimulated by, and there are certain areas where individual students might simply have
In order for their treatment to be improved, psychologists and those who work with the developmentally disabled must create training programs that allow the deaf to learn through their unique methods of communication. Finally, Kropka and Williams' 1979 study has similar implications for the final problem facing the deaf in need of mental intervention today. Because the deaf and non-deaf mentally handicapped were proven to be functioning at the same
Serving students with a full range of abilities and disabilities in the general education class room with appropriate in-class support is how Roach (1995) defines inclusion using this practice. Friend & Bursuck (1996) noted that children with disabilities are considered as full members of the classroom learning community in such setting with their special needs met there. Students with disabilities are helped to establish and maintain social networks and opportunities
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &
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