Mild Mental Retardation - Introduction to Individuals with Mild-Moderate Educational Needs - Lecture Slides, Slides of Educational Psychology

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Mild/Moderate

Educational Needs

•Mild Mental Retardation (DH, EMR)•Learning Disabilities•Behavioral Disorders•Other Areas

Moderate/ IntensiveEducational Needs

•Severe Mental Retardation•Severe Behavior HandicappingCondition (emotional disturbance)•Other Severe Disabling Conditions

The Foundation Phase: Early Brain Research Phrenology:

abnormal behavior and brain function could be predicted by examining the

shape of the skull Paul Broca - loss of the ability to speak is often called Broca’s aphasia John Hughlings Jackson (1874) - added to this knowledge by showing that the areas of the human brain are intimatelylinked, so that damage to one part will reduce overall general functioning Sir Henry Head^ -aphasia, or the loss of speech^ James Hinshelwood^ -^ word blindness:

the inability to interpret written or printed language despite normal

vision.

Historical Overview

•Antiquity: prior to 1700 • Emergence of and Early Disillusionment of a Field: 1700-1890 • Facilities-Based Orientation: 1890-1960 • Services-Based: 1960-1985 • Supports-Based: 1985-present

Facilities-Based Orientation: 1890- 1960

As the 19

th^

century came to a close, disillusionment

began to take on a more reactionary tone. A changefrom concern for caring about individuals who hadspecial needs to one for protecting society from themwas evident. Institutions originally designed to serveas training facilities from which individuals wouldleave to return to community settings now began toassume a new custodial role.

Services-Based Orientation: 1960- 1985

• Trends in Service Delivery The concept of

normalization

, which originated during the

1950's in Scandinavia, was finding much support in theUnited States. N.E. Bank-Mikkelsen and Bengt Nirje wereeminently responsible for the development and disseminationof this principle in Scandinavia, while Wolf Wolfensbergerwas instrumental in championing it in the United States. The

right-to-education

issue was sparked in 1971 by a

celebrated class action suit,

Pennsylvania Association for

Retarded Children [PARC] v. Commonwealth ofPennsylvania.

1940’s - 1950’s

Goldstein & Sheerer

(1947) - traumatically brain-injured World

War I soldiers Four characteristics of brain injury in adults:1.

Catastrophic reaction

Rigidity

Distractability

Concrete mode of thinking Strauss, Werner, Lehtinen, Kephart •Presented a research study that related Goldstein’s findingon brain injury to children

Erratic and inappropriate behavior on mild provocation

Increased motor activity disproportionate to the stimulus

Poor organization of behavior

Distractibility of more than ordinary degree under ordinaryconditions

Persistent faulty perceptions

Persistent hyperactivity

William Cruickshank- “Strauss Syndrome” Awkwardness and consistently poor motor performance

Sociopolitical Forces

Blatt (1987) states: " Mental retardation is a conceptthat developed with history. It has changed throughtime in its nature and in its significance". Sarason (1985) suggests that mental retardationcannot be understood fully unless one examines thesociety, culture, and history within which it occurs.

Related Sociopolitical Influences

•Franklin D. Roosevelt, influenced this country's attitudes towardthe welfare of all its citizens. Roosevelt's New Deal philosophy wasresponsible for much social change through legislation and theformulation of new programs. One such piece of legislation thataffected individuals with special needs was the Social Security Actof 1935. • 1950- National Association for Retarded Children (NARC). Thisorganization, composed mostly of parents of children who wereretarded, became an important advocate for these children. Over theyears, social attitudes toward people with retardation had changedfrom fear and revulsion to tolerance and compassion.

Major Phases in the Field of Learning Disabilities

Foundation phase: 1800-1930 Brain Research Transition phase: 1930-1960 Clinical study of children Integration phase: 1960-1980 School programs Current phase: 1980-present Emerging Directions