General Description of the Population

Students who qualify for special education services in the area of mentally retarded-mild demonstrate significantly sub-average general intellectual functioning that exists concurrently with deficits in adaptive behavior, usually manifested during the development period, which adversely affects their educational performance. Mentally Retarded-Mild students function cognitively at approximately 2 to 3 standard deviations below the mean (average intelligence).

Common Characteristics

• Usually have IQ scores between 55 and 70
• Can be taught useful reading and number skills and some academic content
• Lack of development in the cognitive domain
• Information learned in one setting may not be applied to another
• Retention of information taught may be brief
• Not emotionally impaired but may be immature
• Interaction with environment may not result in the acquisition of new skills
• May have difficulty articulating needs and wants
• Change of environment or instructional approach can be difficult for student

Instructional Strategies

• Formulate expectations for each student based on abilities
• Be concrete and clear in instructions
• Use appropriate materials which are motivational and allow for success
• Work toward independence
• Have a reward system
• Reduce distractions
• Establish peer assistance program
• Utilize group activities
• Use multi-sensory approach as much as possible
• Encourage self evaluation
• Give immediate positive reinforcement
• Be sensitive in making student papers
• Give sincere praise

Behavioral Strategies

• Provide classroom rules in a clear and understandable manner
• Ensure that the student understands the classroom rules and consequences
• Ask student to tell you the meaning of the classroom rules and consequences for not following the rules
• Model behavior expected
• Make expectations clear
• Utilize a positive peer support system
• Clearly identify the behavior that needs attention with the student
• Be firm, fair, and flexible
• Be consistent
• Use behavioral contracts jointly developed with the student
• Establish a positive reward system for the student
• Encourage students to make choices
• Teach problem solving strategies to the students
• Develop a system the student can use to record and monitor his/her own behavior

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Information taken from the Diagnostic and Statistical Manual of Mental Disorders