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Botuch, Levy, Rimmerman, Murphy, Levy, and Kramer (1993) examined job training, job placement and job retention of urban young adults with mental retardation. Ninety four percent of individuals who completed training were competitively employed, supporting the relevance of training as a preparatory phase and as a mechanism to transition individuals into competitive employment, as well as long term, on-the job supports to assist employed individuals in meeting job requirements.
School counselors have an important role in creating and advocating educational opportunities that have a positive long-term impact on the vocational choices available to students with mental retardation (Milsom, 2002).
In the value approach, the person with mental retardation is viewed as a developmental organism who has a right to occupational and social participation.
The impact of these negative attitudes have significant consequences for both the social and vocational lives of persons with disabilities such as mental illness and/or mental retardation. Link and Phelan (1999) note that cultural views about mental illness typically revolve around the notion that persons with this disability are more likely to be violent and possess more undesirable characteristics.
It can also be caused by trauma during birth, such as oxygen deprivation or premature delivery.At the same time, inherited disorders can bring about mental retardation.
The definition of mental retardation has undergone numerous changes over the last 40 years, both in its terminology and IQ-based cutoffs.
* To see the level of job satisfaction of teachers of children with mental retardation working in Government Special Education Centers in Punjab.
There is a significant difference when age range of patient was compared with subtype of mental retardation. In the age range 6-8 years; 52.3% patients had mild MR, 31.8% had moderate MR; 13.6% had severe MR and 2.3% had profound MR.
Sexual abuse and exploitation of children and adults with mental retardation and other handicaps.
A number of studies assessing the needs of children with disability and their families from middle and low-income countries consistently report the need for more information.1 In an environment where services to support the development and education needs of children with mental retardation are inadequate, families develop their own coping strategies.
Florida statute [section] 921.137(1), adopted in 2001 prior to the Atkins decision, but after Hall' s mitigation resentencing hearing, defines mental retardation as "significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the period from conception to age 18." It defines "significantly subaverage general intellectual functioning" as "performance that is two or more standard deviations from the mean score on a standardized intelligence test specified in the rules of the Agency for Persons with Disabilities." Two standard deviations of 15 points each from the mean of 100 is an IQ score of 70.

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