Labeling, Mild Mental Retardation, and Long-Range Social Adjustment

1986 ◽  
Vol 29 (4) ◽  
pp. 461-483 ◽  
Author(s):  
Tonya L. Schuster ◽  
Edgar W. Butler
Keyword(s):  
Special Education ◽  
Socioeconomic Status ◽  
Mental Retardation ◽  
Social Interaction ◽  
Long Range ◽  
Social Adjustment ◽  
Self Concept ◽  
Mild Mental Retardation ◽  
Background Characteristics ◽  
Iq Scores

Previous studies of long-range detrimental labeling effects related to mild mental retardation have failed to control for conditions that impact both the labeling process and social adjustment. In contrast, this research explicity tests the labeling perspective by comparing labeled with not labeled former students “eligible” for the mentally retarded label. The not labeled were comparable to the labeled in terms of IQ scores, as well as gender, ethnicity, socioeconomic status, and other background characteristics. Results indicate that formal labeling—placement in special education—had no impact on any measure of long-range social adjustment, including self-concept, anxiety level, patterns of social interaction, and socioeconomic status. These findings are considered in terms of both the labeling perspective and special education.

Turning the Educability Narrative: Samuel A. Kirk at the Intersection of Learning Disability and “Mental Retardation”

2010 ◽  
Vol 48 (3) ◽  
pp. 180-194 ◽  
Author(s):  
Scot Danforth ◽  
Laura Slocum ◽  
Jennifer Dunkle
Keyword(s):  
Special Education ◽  
Mental Retardation ◽  
Learning Disability ◽  
New Learning ◽  
Iq Scores ◽  
Historical Relationship ◽  
Low Iq ◽  
The 1950S ◽  
Intellectual Potential

Abstract It is often assumed that current disability constructs exist in conceptual isolation from one another. This article explores the tangled historical relationship between “mental retardation” and learning disability in the writings and speeches of special education pioneer Samuel A. Kirk. Beginning in the 1950s, Kirk repeatedly told an educability narrative that described children with low IQ scores as capable students worthy of instruction. However, when he tried to clearly distinguish between the new learning disability construct and the older mental retardation, Kirk altered his standard tale. True intellectual potential then shifted to the learning disability, leaving mental retardation doubly stigmatized as the disorder of educational infertility.

Self-awareness and personal adaptive potential in normal and impaired development

2021 ◽  
Author(s):  
Tat'yana Kuz'mina
Keyword(s):  
Mental Retardation ◽  
Intellectual Disabilities ◽  
Quantitative Assessment ◽  
Developmental Disorders ◽  
Scientific Activity ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Mild Mental Retardation ◽  
Adaptive Potential

The monograph presents the generalized results of the author's scientific activity related to the diagnosis and phenomenological description of the state of self-consciousness and the Self-concept of persons with developmental disorders, in particular with mild mental retardation. The variants of self-awareness diagnostics and a comprehensive assessment of the personal adaptive potential of subjects of different ages with intellectual disabilities are presented and methodologically justified. The presented methods allow us to form an individual adaptive profile based on a quantitative assessment of qualitative indicators of adaptability/maladaptivity. The content aspects of the formation of the antisocial potential of a person with mild mental retardation, in particular, the problems of suggestibility, indoctrination and the participation of persons with intellectual disabilities in criminal communities, are separately identified. It will be useful for students, postgraduates, researchers and practitioners in the field of pedagogy, psychology, law.

Changes in Mild Mental Retardation: Population, Programs, and Perspectives

1983 ◽  
Vol 50 (2) ◽  
pp. 149-159 ◽  
Author(s):  
Edward A. Polloway ◽  
J. David Smith
Keyword(s):  
Special Education ◽  
Mental Retardation ◽  
Mild Mental Retardation ◽  
Factors Influencing ◽  
Recent Developments ◽  
Specific Factors ◽  
Significant Change ◽  
Apparent Shift ◽  
Group Characteristics ◽  
Mild Retardation

Recent developments in special education have begun to produce a significant change in the population being served under the label of mild retardation. The specific factors influencing this change and the effects of the overall functional levels of students enrolled in EMR programs are examined. Data on decreasing prevalence within programs are presented. Implications are drawn for emerging group characteristics, placement and curricular decisions, and labeling relative to such programs and for concerns about noncategorical grouping. An apparent shift in the conceptualization of mild retardation underscores the discussion of each of these issues.

scholarly journals Hubungan Mode Adaptif Konsep Diri Berbasis Teori Callista Roy dengan Kemampuan Interaksi Sosial Anak Tunagrahita di SLB-C TPA Kabupaten Jember

2018 ◽  
Vol 6 (2) ◽  
pp. 312
Author(s):  
Zuhrotul Rofiqoh ◽  
Nurfika Asmaningrum ◽  
Dodi Wijaya
Keyword(s):  
Mental Retardation ◽  
Social Interaction ◽  
Statistical Test ◽  
Self Concept ◽  
Statistic Analysis ◽  
Care Giver ◽  
Cross Sectional ◽  
Share Information

Self concept is one of adaptive modes based on Callista Roy’s theory which very important formental deficiency influence integrity of mental in practice to had a good social interaction. The kind ofthis research is descriptive analytic by using study cross sectional. Method of collecting samplesusing total sampling and total of samples got are 35 respondents. Data was analyzed by chi-squareand the result of statistical test shows point p=0.000. Ha is accepted if Ho is rejected in which Ho isrejected if the point is p ≤ α, 0,000 ≤ 0,05. The result of the statistic analysis is that there is significantcorrelation between adaptive modes: self concept based on Callista Roy’s theory and socialinteraction abilities to mental retardation children on SLB-C TPA at Jember Regency. OR (26.00),that means the respondents who had a positive self concept have 26.00 possibility to be had a goodsocial interaction abilities. The result of the research is positive self concept with good socialinteraction ability about 80%. Suggests for nursing in community to involve and increase their rolemodel as educator and care giver in attempt to share information by doing a counseling.Keywords: self concept, social interaction, mental retardation

The Pitfalls and Promises of Special Education Practice

1992 ◽  
Vol 59 (2) ◽  
pp. 168-172 ◽  
Author(s):  
Asa G. Hilliard
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
Mental Retardation ◽  
Educational Outcomes ◽  
Assessment Practices ◽  
Mild Mental Retardation ◽  
Students With Learning Disabilities ◽  
Basic Principles ◽  
Education Practice ◽  
Minority Cultures

It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discusses a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.

Posture Control in Mild Mental Retardation

2003 ◽  
Author(s):  
Huh Jin-Young ◽  
Lee Jae-Won ◽  
Lee Chai-Hang
Keyword(s):  
Mental Retardation ◽  
Posture Control ◽  
Mild Mental Retardation

Hyperprolinemia type II as a differential diagnosis of mild mental retardation and seizures

2008 ◽  
Vol 39 (01) ◽  
Author(s):  
B Reulecke ◽  
T Stölting ◽  
J Sass ◽  
T Marquardt ◽  
G Kurlemann ◽  
...  
Keyword(s):  
Differential Diagnosis ◽  
Mental Retardation ◽  
Type Ii ◽  
Mild Mental Retardation ◽  
Hyperprolinemia Type Ii
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