NORTHEASTERN ILLINOIS UNIVERSITY

Special Education 430

Identification and Diagnosis of Mental Retardation

Instructor: Dr. Effie Papoutsis KritikosOffice: CLS 4041

Office Hours: 12:45-3:45p M, 12:45-3:45p WPhone: x5585

Conceptual Framework of the College of Education: Reflective Professionals Building Learning Communities

Philosophy of Course: The special education graduate program aims to develop knowledgeable, reflective, and responsive professionals who build learning communities by facilitating cognitive, affective, and social growth.SPED 430 contributes to this process by developing the graduate student’s knowledge of the biological and environmental causes of mental retardation and related disabilities, the impact of these variables on learning and behavior, and an historical appreciation of the education and treatment of individuals with mental retardation in the context of our society.

Course Purpose: Learning and behavioral characteristics of individuals with mental retardation and developmental disabilities; theoretical perspectives of mental retardation and implications for design of intervention programs; assessment issues; review of latest findings in the field.

Knowledge Base: The knowledge base for this course is multidisciplinary and based on a life cycle perspective, as illustrated in the text by Beirne-Smith, Patton, and Ittenbach (1998).Contributions from the biological and medical sciences, the behavioral sciences, and education will be considered.Theories of intelligence, including those of Guilford, Piaget, and Gardner, will be discussed in relation to the use of quantitative and qualitative assessment procedures.Students will become familiar with the progression of concepts, classifications, definitions, and related issues in the diagnosis of mental retardation from the American Association on Mental Retardation.In order to be good teachers, students need to fully understand the physical, language, cognitive, and social development and characteristics of young and older individuals with mental retardation in relation to environmental factors including language and cultural diversity.Students also need to be able to analyze service delivery systems in the areas of prevention, home services, educational programs, vocational placement, and residential living arrangements to improve program planning in the community.

Student Outcomes: Students will:

1.Demonstrate understanding of the definitions of mental retardation, assessment techniques, and historical and current issues related to identification and diagnosis.

2.Demonstrate understanding of how individuals with mental retardation and related disabilities have been perceived and treated by society throughout history.

3.Demonstrate understanding of the various learning and behavioral characteristics of individuals with mental retardation and related disabilities, in relation to typical development, theoretical assumptions, and implications for education.

4.Demonstrate understanding of the changing needs, from birth through older years, of individuals with mental retardation and related disabilities and their families.

5.Demonstrate understanding of major legislation, litigation, and policy pertaining to individuals with mental retardation and related disabilities, including IDEA, the ADA, and state regulations.

6.Demonstrate understanding of current issues and trends in mental retardation and related disabilities in relation to research findings, public policy, and societal attitudes.

7.Demonstrate understanding of service delivery systems, including advocacy and professional organizations in the areas of education, vocational, health, and residential.

8.Demonstrate understanding of how cultural and language differences affect all aspects of providing service to individuals with mental retardation and related disabilities.

9.Demonstrate the ability to analyze and evaluate theoretical and applied research to mental retardation and related disabilities.

Learning Experiences and Instructional Strategies:The instructional process to be used in this course includes lecture, whole and small group discussion, analysis of case studies, video presentations, and student presentations.In addition, students will administer tests, which will provide an authentic opportunity to experience the use of standardized tests.

Assessment Strategies:

1.Two multiple choice and essay exams on topics previously covered in class.

2.A presentation on a) a biological or medical aspect of mental retardation, or b) current research on causes or prevention of mental retardation or c) life cycle issues, i.e., aging, education, housing, vocational.

3.A critique of a current professional journal article related to the field of mental retardation.

4.A final take-home exam.Preparation of an 8-to-10 page research paper (APA style) on the legal/social-cultural aspects of mental retardation.

5.Attendance and participation in class activities.

Tentative Course Outline and Reading Assignments:

Note: Weekly readings are assigned and are expected to be complete before the class session.Attendance is important since information from sources other than the text will be provided.Furthermore, class assignments will constitute 10% of the final grade.Absolutely no make up opportunities will be provided for missed class assignments.More than three absences will result in the lowering of the final grade by one grade.Further absences will result in a further lowering of the final grade.

Topic/Activities

(Chapters 1 & 2) Perspectives on Mental Retardation

(historical perspectives, attitudes, concepts)

(Chapter 3) Definitional Perspectives

(definitions, classifications)

(Chapter 4)Assessment Issues and Procedures

(theories of intelligence and adaptive behavior skills)

(Chapter 5) Etiology and Preventative Efforts

Examination #1

(Chapter 6) Characteristics of Individuals with Milder Forms of Retardation

Case Study(Autism) and mini-lectures

(Chapter 7) Characteristics of Persons with Severe Mental Retardation

Case Study (Multiple Disabilities and mini-lectures)

(Chapter 8) Infancy and Early Childhood

(psychological characteristics, social-emotional characteristics, and service delivery systems, IFSPs)

(Chapter 9) Educational Programming—School Years

(psychological characteristics, social-emotional characteristics, and service

delivery systems, IEPs)

Critique preparation

(Chapter 10) Transitional Years

(psychological characteristics, social-emotional characteristics, and service

delivery systems)

Critique due

(Chapter 11)Adult Years

(psychological characteristics, social-emotional characteristics, and community

living)

Case Study (Fragile X Syndrome) and mini-lectures

Group Meetings: Presentation Preparation

Examination #2

(Chapter 12) Family Considerations

(cultural diversity)

(Chapter 13)Individual Rights and Legal Issues

(social and ethical issues in treatment)

Presentations

Final examination due

ABSOLUTELY NO MAKE-UP EXAMS!!!

Required Readings:

Beirne-Smith, M., Patton, J.R., & Ittenbach, R.F. (1998). Mental Retardation (5^th ed.).

Columbus, OH: Merrill/Rentice-Hall.

Four latest issues of newsletters published by the American Association on Mental Retardation (AAMR) and The Association for Persons with Severe Handicaps (TASH). (On reserve at the library.)

Grading:

Examination #1: 20%

Examination #2: 20%

Final Examination: 25%

Presentation: 15%

Critique: 10%

Class Activities: 10%

A= 90-100

B= 80-89

C= 70-79

D= 60-69

F= below 60