Mental Retardation: Typical Characteristics
(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.
Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm Mental Retardation: Typical Characteristics
(Please note that these are generalizations. There is a great deal of individual variation) Individuals with mild mental retardation (formerly referred to as "educable"): * are likely to need only intermittent to limited support; * typically do not "look" different from their non-disabled peers; * often have only mild or moderate developmental delays, except in academics, which is often the major area of deficit; * therefore, they are often not identified until they enter the school setting, where their cognitive disability is most apparent; * in Minnesota, students with mild MR spend most of the school day in the regular classroom; * they typically attain 3rd- to 6th-grade academic achievement levels by the time they finish high school; * as adults, many, though not all, with mild MR will be able to obtain independent employment; * many will marry, have children, and blend rather indistinguishably into the community; for those who achieve total independence, the label of mental retardation is no longer appropriate. Individuals with moderate to severe mental retardation (formerly called "trainable"): * will probably need limited to extensive supports; * they are more likely to have a recognizable syndrome (such as Down Syndrome); * therefore, may "look" different than their non-disabled peers;. * their development is often significantly delayed; * they are typically identified as infants or toddlers;. * most begin receiving special education during the preschool years; * they may be included in the regular classroom part of the school day (particularly here in Minnesota); * but often spend much of the school day in a separate classroom where they learn adaptive living skills; * as adults, most individuals with moderate to severe MR will not achieve total independence; * rather, they are likely to continue to need limited to extensive support such as that provided in group homes or semi-independent living situations (SILs); some may continue to live with their parents; * some individuals with moderate to severe MR may be able to succeed in modified competitive employment situations; * however, many will work in supported, non-competitive settings such as sheltered workshops.
Individuals with profound mental retardation: * will generally need services at the pervasive level, typically throughout their life; * they are likely to have multiple disabilities, particularly in the areas of mobility and communication;. * therefore, many use wheelchairs and alternate forms of communication; * their communication deficits make it difficult to accurately assess their intellectual functioning; * in educational settings, they may be placed along with students with moderate to severe MR or in their own classroom; * Some adults with this level of retardation remain in institutional settings, but most currently live in group homes. this iformaton are find in : http://www.cloudnet.com/~edrbsass/mrcharacteristics.htm
One of the characteristics of mental retardation is slower learning and it is hard to remember information learned. Poor communication skills is also a characteristic.
Autism and mental retardation are two separate conditions, but they can co-occur in some individuals. Not all people with autism have mental retardation, and not all people with mental retardation have autism. It is important to recognize and address each condition separately, as they have different characteristics and require different approaches to support and intervention.
Overstudy does not cause mental retardation.
TThere are quite high as it comes in different types of mental retardation.
Mental retardation and autism are both developmental disorders that affect cognitive abilities, but they have distinct characteristics. Mental retardation is characterized by limitations in intellectual functioning and adaptive behaviors, while autism is a neurodevelopmental disorder that affects social interaction, communication, and behavior. Individuals with mental retardation may have difficulty learning and performing everyday tasks, while those with autism may struggle with social skills and communication. It is important to note that each condition is unique and may require different approaches to support and treatment.
literature review on mental retardation with reference
Exposure to lead can also cause mental retardation.
Mental retardation has different levels. There is Mild intellectual disability; moderate intellectual disability; severe intellectual disability; and Profound intellectual disability.https://www.floridahospital.com/mental-retardation-mr/symptoms-and-signs-mental-retardation
The two conditions are not at all related. Autism does not cause mental retardation.
because some ppl are born with birth defects like mental retardation
About one-third of individuals with CP have moderate-to-severe mental retardation, one-third have mild mental retardation, and one-third have normal intelligence.
yes
In about 35% of cases, the cause of mental retardation cannot be found.