types of mental handicaps
The definition most often used in the United States is from the American Association on Mental Retardation (AAMR). Mental
retardation is defined as an IQ of approximately 70 or below, coexisting disadvantages or impairments in adaptive functioning in
two areas (communication, self-care, home-living, social/interpersonal skills, the use of community resources, self-direction,
functional academic skills, work, leisure, health, and safety), and onset before age 18.
Mental retardation is diagnosed through the use of standardized tests of intelligence and adaptive behavior. Mental retardation
refers to certain limitations in mental functioning and in skills such as communicating, daily self-care such as dressing or eating,
and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Mentally retarded
children will often need extra help to manage the challenges of school.
Mental retardation is not a disease. It's also not a type of mental illness, like depression. There is no cure for mental retardation.
However, most children with mental retardation can learn to do many things. It just takes them more time and effort than other
children. Every child with mental retardation is able to learn, develop, and grow. With help, all children with mental retardation
can live a satisfying life.
• be developmentally delayed in sitting up, crawling, or walking, or talking, or have trouble speaking
• find it difficult to remember things
• not understand how to pay for things
• have trouble understanding social rules, knowing the consequences of their actions, solving problems, and/or logical
thinking
physical skills other handicaps may be present, such as speech impairments, visual impairments, hearing defects, or epilepsy.
Because these secondary handicapping conditions are common among individuals with mental retardation, this does not mean
that persons with a speech impairment or epilepsy are mentally retarded.
There are many degrees of mental retardation. Individuals who are severely retarded are able to learn only the most basic self-
care skills. Those who are mildly retarded are able to learn so much that, as adults, some are no longer identified as being
retarded. Three common classifications used include:
suspected. The known causes can be placed into five categories: Genetic Irregularities - for example x-ray exposure, incompatibility of genes inherited from parents, Rh blood factor
incompatibility, error in metabolism, or recessive genetic traits. Examples of genetically-caused mental retardation are Down
syndrome, fragile X syndrome, and phenylketonuria (PKU). Pregnancy Complications - for example poor nutrition, German measles, tumors, glandular disorders, infections,
exposure to toxic agents, or radiation. Mental retardation can result when something goes wrong with the baby's development
in the womb. There may be a problem with the way the baby's cells divide as it grows. Exposure to alcohol or rubella during
pregnancy may also cause a baby to be born mentally retarded. Birth Problems - for example premature birth, too rapid birth, prolonged birth, or any circumstance that reduces the
oxygen supply to the infant's E Early Childhood Problems - for example childhood diseases, especially in the very young (chicken pox, measles,
meningitis, whooping cough); high fevers, severe injuries to the brain, lack of certain chemicals in the blood, or glandular
imbalance. Mental retardation can also be caused by extreme malnutrition, inadequate medical care, or exposure to poisons such
as lead or mercury.Environmental Factors - for example being born and raised in a deprived environment where there is little opportunity to learn;
or serious emotional problems.Testing and DiagnosisThe version for children (ages six through 16) is the Wechsler Intelligence Scale for Children-III (WISC-III). These tests
comprise a number of different verbal tests which measure areas such as vocabulary knowledge, general knowledge about the
world, verbal logical reasoning, social judgment and common sense, arithmetic skills, short-term memory and attention. The
Performance test measure nonverbal areas including visual-motor coordination, perceptual organization, visual logical reasoning,
and attention to detail. The Full Scale IQ score is obtained from the scores of both the Verbal and Performance IQ scores.
The Vineland Adaptive Behavior Scales is a commonly used test to measure abilities in communication, daily living, and motor
skills. These domains are divided into sub-domains. Standard scores result from comparing an individual’s ability to other
people of similar age. This test is administered by interviewing a family member or other person familiar with the individual’s
functioning. The results are not valid if based upon interviewing the individual.
To diagnose mental retardation, professionals look at the person's mental abilities (IQ) and his or her adaptive skills. These are:
• A child's IQ or intellectual functioning, the innate ability of their brain to learn, think, solve problems, and make sense of
the world. Intellectual functioning (IQ) is usually measured by a test called an IQ test. The average score is 100. People scoring
below 70 to 75 are said to be mentally retarded.
• The child's adaptive behavior, whether they have the skills they need to live independently. Key skills include daily living
skills, communication skills, and social skills. To measure adaptive behavior, professionals look at what a child can do in
comparison to other children of his or her age.
preschool and school staff to develop an individualized plan, which will describe:
• The child's unique needs
• The services the school will provide to address those needs
• The unique responsibilities of the family
Many mentally retarded children need help with adaptive skills, which are daily living skills needed to survive, work, and interact
in the community. Teachers and parents can help a child work on these skills at both school and home. Some of these skills
include:
• Communicating with others
• Taking care of personal needs (dressing, bathing, going to the bathroom)
• Health and safety
• Home living (helping to set the table, cleaning the house, or cooking dinner)
• Social skills (manners, knowing the rules of conversation, getting along in a group, playing a game)
• Reading, writing, and basic math and
• As they get older, skills that will help them in the workplace
The vast majority (about 87%) of people with mental retardation will only be a little slower than average in learning new
information and skills. When they are children, their limitations may not be obvious. Their mental retardation may not even be
diagnosed until they get to school. As they reach adulthood, many people with mild retardation can live independently. Other
