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 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 3^rd –to-6^th-grade academic achievement level 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 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 include 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 of  the 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 setting 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 setting, 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.