Education & Training in Mental Retardation & Developmental Disabilities

Educating individuals with mental retardation or developmental disabilities is significantly different that teaching those without. It's not just the pace, it's the subject matter. Special education teachers and parents agree that students with mental retardation benefit best from from day-to-day living skills, self expression and self-care.

Teaching

• Within special education programs, students with mental retardation meet in individualized educational program meetings, abbreviated "IEP." Parents, teachers, therapists, other specialists, and administrators meet together to discuss the student's achievements. They discuss the child's potential and goals, dreams and desires. Once discussed, the team puts together goals for the next year. These meetings happen yearly, if not more frequently, so long as as the individual with mental retardation is in the public school system. Full services lasts until he is 22.

Working

• Defining goals depends on what is appropriate and achievable for each student. One significantly disabled student might have a goal of listening to 30 minutes of classical music a day, or receiving 15 minutes of massage a day. Other, higher functioning students may have the option of working in the school's cafe or attending a choir class.

Professionals

• Speech-language pathologists are a common resource for students with disabilities. Often, students learn "PECS," or "Picture Exchange Communication System," which involves the use of cards to convey messages. The first cards introduced are basic. "Bathroom" or "water" or "outside" are drawn on a card, with a word describing what is on the card. Students are able to use the PECS to indicate needs, desires and preferences As the student's use of cards expands, the number of cards grow. Sometimes the cards are put on a key chain. Others are organized with velcro. Systems, such as a mat on the table in a wheel chair or on the wall, can serve as a reminder of the day's events, or personal hygiene, such as bathroom time, are part of the day.

Hygiene

• Some higher level students have not demonstrated the ability to care for themselves. Disabled people learn to practice basic hygiene. Often these actions are often not learned because the parents and caregivers find it easier to perform the tasks themselves, rather than teach the student to do it themselves. Students can learn to put toothpaste on a toothbrush and brush their teeth. They can also use soap to thoroughly clean hands, and to practice good bathroom skills. Especially important goals are menstrual care, breast and testicle exams.

Music and Art Therapy

• Self-expression can be difficult. Music therapists use different types of music that might serve to teach what kind of music is useful for relaxation techniques and what students find annoying. Looking at and creating visual arts has a similar effect Students can later use these skills to manage their emotions. Occupational therapists are also invaluable. They teach physical and mental development activities that might help someone function better, and ultimately get a job. A student with cerebral palsy may learn strength exercises to make herself more employable. A family might learn how to help their grandfather with Alzheimer's and learn how to help him be a part of family activities.