General Description of the Population

Students who qualify for special education services in the area of mentally retarded-moderate demonstrate a significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior manifested during the developmental period, which adversely affects their educational performance. Mentally retarded-moderate students function cognitively at approximately 3 to 4/12 standard deviations below the mean (average intelligence).

Common Characteristics

• Learning level is 1/3 to 1/2 of chronicle age
• Understanding of concepts seems to be more concrete
• Immature social skills (tend to model) immediate peer group)
• Delayed fine and gross motor skills
• Distractible
• Respond best to one or two step directions
• Visual perception difficulty
• Poor retention skills
• Require consistent program structure
• Delays in expressive and receptive language
• Some students have seizure disorders
• Auditory processing delays
• Some students may have difficulties with vision and/or hearing
• Impulsive

Instructional Strategies

• Require demonstrated vs. verbal directions
• Use of multi sensory approaches (tactile, verbal, and auditory materials)
• Facilitates work in small groups for specific objectives
• Use manipulative materials
• Base curriculum on functional life skills
• Break down objectives into small parts
• Use repetition and drill often for maximum retention
• Partial participation in large group activities
• Skills are learned best when practiced in concrete situations frequently

Behavioral Strategies

• Be consistent
• Use consequences for both appropriate and inappropriate behavior
• Utilize various approaches to build self esteem
• Use of reinforcers (behavior modification)
• Students should be expected to follow the rules and behavioral expectations of their general education peer group
• Work with parents on home/school behavioral expectations and standards
• Recognize the importance of peer modeling
• Utilize a circle of friends to reinforce and support positive behaviors
• Use common sense and general principle when working with these students

Download this page*

Information taken from the Diagnostic and Statistical Manual of Mental Disorders