Mental Retardation

According to the Arizona Revised Statute (ARS) § 15-761 (12), "‘mental retardation’ means a significant impairment of general intellectual functioning (intelligence test scores) that exists concurrently with deficits in adaptive behavior and that adversely effects the child’s performance in the educational environment."

" ‘Mild mental retardation’ means performance on standard measures of intellectual and adaptive behavior between two and three standard deviations [a specific measurement of delay determined by professional evaluations] below the mean for children of the same age."

"‘Moderate mental retardation’ means performance on standard measures of intellectual and adaptive behavior between three and four standard deviations below the mean for children of the same age."

"‘Severe mental retardation’ means performance on standard measures of intellectual and adaptive behavior measures at least four standard deviations below the mean for children of the same age."

How Common is Mental Retardation?
Mental retardation is a developmental disability that usually occurs at, or near birth. Many children with mental retardation have genetic abnormalities. Other causes include, but are not limited to, infections during pregnancy, infectious illness in infancy, abnormal delivery, prenatal exposure to drugs and alcohol, lack of mental stimulation, and various medical conditions. One out of ten American families is directly affected by mental retardation.

In the 1997-98 school year 6,710 students were classified as having mental retardation and received special education services. This number represents .008% of the 794,928 children enrolled in Arizona public schools as of October 1, 1997.

What Effect Does Mental Retardation Have on the Child?
Individuals with mental retardation develop social, emotional, academic and physical skills more slowly. Most individuals are mildly or moderately disabled.

Educational services that begin in infancy, continue through critical developmental stages, and beyond, give children with mental retardation the opportunity to develop to their fullest potential. An appropriate instructional program includes strategies and materials that are interesting, age-appropriate and are relevant to the student. The curriculum should be structured in small segments with frequent review and feedback to ensure that the student can apply tasks in, and outside of, the classroom.

Individuals who are developmentally disabled benefit from opportunities to be included in activities in their home, school, and community. Lifelong services and support systems that include education, vocational preparation, health services, and recreational opportunities must be available for persons with disabilities and their families.