Mental Retardation

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Mental Retardation (MR) is defined by the American Association on Mental Retardation (AAMR) by the following three criteria: intellectual functioning level (IQ) is below 70-75; significant limitations exist in two or more adaptive skill areas; and the condition manifests before the age of 18. Adaptive skill areas are those daily living skills needed to live, work, and play in the community. The new definition includes ten adaptive skills: communication, self-care, home living, social skills, leisure, health and safety, self-direction, functional academics, community use, and work.

MR can be caused by impaired or delayed development of the brain before or during birth, or in childhood years.

Genetic conditions ?MR may result from abnormality of parental genes, or disorders of the genes caused during pregnancy by infections, overexposure to x-rays and other factors. Two major chromosomal disorders are Down’s syndrome and Fragile X syndrome.

Problems during pregnancy ?Fetal Alcohol Syndrome, maternal malnutrition, certain environmental contaminants, and illnesses during pregnancy, including HIV, may cause mental retardation.

Problems at birth - Prematurity and low birth weights are often associated with mental retardation.  

Problems after birth ? Childhood diseases such as whooping cough, chicken pox, measles, which may lead to meningitis, and encephalitis can damage the brain. Also, accidents such as a blow to the head or near drowning may cause mental retardation.  Lead, mercury and other environmental toxins can cause irreparable damage to the brain and nervous system.

Poverty and cultural deprivation ? Malnutrition, disease-producing conditions, inadequate medical care and environmental health hazards may cause mental retardation. (The Arc, 1999).

An estimated 7.5 million people in the United States have mental retardation, approximately 2.5 – 3% of the population.

Early prenatal care for the mother and the fetus

Newborn screening programs

Quality Early Childhood Intervention programs 

Provide frequent feedback to the individual.

Provide short and clear instructions.

Repeat directions.

Have the individual demonstrate the task for clear understanding.

Keep the learning environment consistent with little change.

Eliminate distractions (visual and auditory).

Demonstrate tasks for visual understanding.

Use peers as partners for the individual with MR.

Slow down the speed of the activity especially if it is concerning a noncompetitive activity, i.e. (stretching, exercises, etc).

The whole world of leisure, recreation, sport, and fitness activities is available to an individual with mental retardation.  Activity choices depend on the interests of the individual's family, peers, and community.

The Arc, 1999.
Special Olympics, 2000.

http://www.thearc.org/

http://www.aamr.org/

http://www.specialolympics.org/

Information Sheet Home

Information on this sheet contains only suggested guidelines. Each person must be considered individually, and in many cases, a physician's written consent should be obtained.

Created by Andrea D. Woodson, Texas Woman's University, Ph.D. Student in Adapted Physical Education