European Journal of Special Education Research-ISSN 2501-2428 (original) (raw)
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Practical Adaptive Behavior of Children with Mental Retardation
2021
How do the children with mild and moderate mental retardation recognize and comprehend the external reality? How do they communicate their abilities of representation and exhibit their competencies? What kind of Practical skills do they possess? With what practical skills do they interact? These are some of the seminal questions in the contemporary discourse on children with mental retardation. This study is an attempt to grapple with some of the above questions, related to the practical adaptive behaviour of children with mental retardation. In social and domestic lives, the practical skills are important, and this article is to study the comparison of various domains of mentally retarded individuals with different degrees of retardation such as mild, moderate, severe, and profound. To carry out this research work a sample of 60 children with mental retardation are randomly selected, from two sub-populations i.e., mild and moderate children with mental retardation. This article mai...
Sociology and anthropology, 2017
A lot has been written about the psycho-social issues and challenges of children with mental retardation. The aim of this research is to investigate the impact of psycho-social issues and challenges of children with mental retardation. The study utilized qualitative research tools to explore the deep feelings of the participants. Purposive sampling technique and case study employed as a major study tools. The study used in-depth interview, observation and FGD. The collected data were organized and analyzed through qualitative research approach by using thematic analysis. Findings obtained from the study showed that children with mental retardation are facing different psychosocial challenges like stigma, discrimination, isolation, blame, shame, frustration, feeling of upset, self-insult, loneliness, losing respect, despairing (feeling of no hope), insult, anger and sadness. The study also found that the perception parents of children with mental retardation regarding the causes of r...
Mental Retardation and Learning Integrating Skills
International Journal of Digital Literacy and Digital Competence, 2012
Studies have highlighted the importance of using new technologies during the planning of educational and didactic paths to develop skills and functions in disabled patients (Bruschi, 2001). Assistive technologies represent real opportunities of e-participation to social life (Calvani, 2011; Chiappetta Caiola, 2009), which also works as scaffolding to promote developing processes (Cooke & Husey, 2002). The authors’ contribution examines the importance of technologies in supporting subjects with mental retardation. It shows the usability of many inputs that offer disabled patients the possibility to exercise cognitive styles, their own characteristics and their own autonomies to increase motivation and self esteem. The aims of this research are a) verify the effectiveness of didactic software based on Precision Teaching method; b) verify gender differences. For this study 40 children have been selected (20 boys and 20 girls) with and without mental retardation. The research consisted ...
Mental Retardation and Learning Disabilities: Conceptual and Applied Issues
Journal of Learning Disabilities, 1997
The relationship between mental retardation and learning disabilities is clouded by conceptual issues and current practices in applied (i.e., educational and noneducational) settings. In this article, we initially discuss whether mental retardation can be considered a concomitant disability associated with learning disabilities or whether these two disabilities are mutually exclusive categories. Conceptual issues related to this question are then reviewed to provide a perspective for viewing these two traditional areas of exceptionality. Emerging areas of concern in terms of definition, classification, etiology, and lifelong issues are addressed. Attention is then given to applied issues that have a direct effect on the lives of individuals with disabilities. Specific topics include educational curricula, instruction, inclusion, and adult services and supports.
Challenges Experienced in Teaching Daily Living Skills to Learners with Mental Retardation
Journal of Education and Practice, 2015
The aim of this study was to establish the challenges encountered when teaching Daily living skills (DLS) to learners with Mental Retardation (MR). The study used purposive sampling to select the sub-county, special units, learners and teachers. The target population in this study was eighty four respondents. The sample for the study was the same as the target population. The study used semi-structured questionnaires for teachers and head-teachers, and observation checklists for learners. The study was carried out in special units for learners with MR in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and quantitative methods. The findings of the study showed that learners with MR were not taught DLS effectively. The study also found out that seventy-eight percent (78%) of teachers in the units for learners with MR were not trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings showed that forty-eight (80%) of learners did not get sufficient DLS to enable them live independently. Consequently, the study concluded that learners were not taught DLS appropriately to enable them live independently. The study recommended that the government should develop cost-effective training for teachers in the area of MR to curb the problem of understaffing and ineffective teaching. It also recommended that schools with special units need to be headed by teachers who are specialists in the area of MR because they can understand the needs, abilities and interests of learners with MR and provide appropriate learning environment as well as offering necessary support to the teachers in the units.
Social cognitive development with moderately and severely retarded children
Journal of Applied Developmental Psychology, 1986
Recently, the definition of mental retardation has been elaborated by including the criterion of adaptive behavior (Baroff, 1974) or social adjustment (Clarke & Clarke, 1978). This elaboration has resulted in a considerable increase in the number of studies dealing with the development of measurement procedures for The present article is based on the M.A. thesis of the second author. The authors wish to express their gratitude to Irving Sigel, two anonymous reviewers, Michael Chandler, Hugo Koeman, Otto Goeman, and Jan Feenstra for their assistance and comments on an earlier draft of this paper. Also thanks are due to the teachers and children of the MLK-and ZMLK-sections of the Hendrik de Winterschool (Alkmaar) and the Gerritsmaschool (Drachten) for their participation with this study.
The pattern of exceptionality across domains in learning disabled children
Journal of Applied Developmental Psychology, 1981
The purpose of this study was to examine the intellectual, academic and behavioral competencies in learning disabled and normally achieving children. Fifty-eight pairs of children (LD and non-LD) in first, second, and third grade were administered the WISC-R and the PLAT; were observed with the SCAN Observational System in their regular classroom; and had teachers who filled out the Classroom Behavior Inventory. Results indicated that the LD children performed less well on the WISC-R and the PLAT. There was no evidence of greater variability within the LD children nor was there a different pattern of performance in comparison to normally achieving children. The learning disabled children were consistently rated by their classroom teachers as displaying less desirable classroom behavior. The Observational System SCAN corroborated these results, indicating that LD children were more off-task than non-LD children. These results suggest that we reexamine the definition of learning disabilities in the public school to put more emphasis on behavioral indices and to refocus the interpretation of test scatter as an index of learning disabilities. The term "learning disability" was introduced in 1963 to describe a collection of disorders associated with poor school achievement which could not be attributed to sensory handicaps, mental retardation, emotional disturbance, or environmental disadvantage (Kirk, 1964; The National Advisory Committee on Handicapped Children, 1967). Over the past 15 years a variety of characteristics have been attributed to learning disabled children which were incorporated into various This research was supported by the Bureau of Education for the Handicapped Grant No. G-00-760-5224 given to James D. McKinney. Portions of the article are based upon a paper presented at the Gatlinburg Conference on Research in Mental Retardation/Developmental Disabilities, Gulf Shores, Alabama, 1979. The authors wish to thank Jennifer Ferguson and Charles K. Burnett for their help in the collection and analysis of the data and for many useful suggestions. Requests for reprints should be sent to Lynne Feagans,
Teachers’ and Mothers’ Assessment of Social Skills of Students with Mental Retardation
The purpose of this study is to compare the assessment results of social skills of students with mental retardation by their teachers and mothers through relational model by using descriptive statistics. The research group in this study consisted of mothers and teachers of 562 children with mental retardation aged between 6 and 12 who enrolled in special education schools and special classes. For 6-12 age group, Teacher Form of Social Skills Rating System (SSRS-TF) and Parent Form of Social Skills Rating System (SSRS-PF) were used to collect data. Initially, this study investigated whether there was a relation between the mother and teacher assessment results of social skills of students with mental retardation. Then it examined whether the social skills of students with mental retardation differ according to the various variables such as gender, age, level of retardation, and additional disability. According to the results of analysis, a high correlation was found between the total scores of social skills scale obtained after mother and teacher assessments. Additionally, a high correlation was found between externalizing behavior subscale score and hyperactivity subscale score and the assertiveness subscale score of teachers and parents forms. Moreover, a high correlation was observed between the total scores of problem behavior subscales of teachers and parents forms. There is a moderate relationship between cooperation skills subscales score, self-control skills subscales score and internalizing problem behaviors subscales score. In addition, the social skills of the girls are more than those of the boys, and their problem behaviors are lower than those of the males. The social skills of the students with mental retardation who are in 6-9 age group are significantly lower than those of the students who are in 10-12 age group, and problem behaviors do not differ according to age of the students.
Social problem solving of children with and without mental retardation
Journal of Developmental and …, 2002
Social skills and social status are important aspects of development that are likely to be influenced by an individual's ability to appropriately solve social problems. In this investigation, children (9-13 year olds) with and without mental retardation were asked to provide solutions to three types of social problems. Students were first asked to respond to open-ended questions and then were presented with three new problems in a forced-choice format. Children were also rated as liked or not liked by their same sex peers. Our findings indicated small but interesting differences between the children with and without retardation. In the open-ended benign situation (peer entry), students with mental retardation provided fewer assertive solutions and more appeal to authority solutions than their peers. In contrast, in the forced-choice hostile situation, children with mental retardation chose more assertive solutions and fewer appeal to authority than their peers. This same pattern of responses was reflected in a comparison of highly accepted children and less well-accepted children. The less accepted children chose more assertive solutions and fewer appeal to authority than their peers. It is possible that the different tendencies in the social problem solving of students with mental retardation could put them at risk for being less well accepted by their peers without mental retardation.