Intellectual disabilities commonly known by “Mental Retardation”, is dubbed for a term used to describe a person's ability to learn at a less than expected level and function in one's daily life. There are several known types of cognitive functions ranging from mild to severe that are viewed as with some form of Intellectual disability or another. The hypotheses of individuals who display or experience mental retardation normally have some type of mental or physical impairment. Due to the barriers and stigmas associated with around the term mental retardation, association, institutions and various fields are adapting to the new terminology intellectual disabilities.

According to my reading, in 1990, Congress passed a Law 101-476, recognizing the Individuals with Disabilities Education Acts (IDEA). (Thomas, 2013) Special education terminology has historically under gone construction several times in the United States. (Thomas, 2013) As I began to discuss various questions related to individuals with Intellectual disabilities, you will see how the terminology, law, and the identification of ID is very much an open wide debate.

Interesting enough, what was perceived as my understanding of children with Intellectual disabilities was not to far off in terms of my opinion. I would venture to say that, maybe I was not as informed as previously thought off. Now, moreover, in knowing that there are different levels of disabilities, ignorant people, I including, almost categorize individuals with some sort of impediment as a group. In knowing that there are a range from mild to severe and everything in between, you do not fully become aware of the specifics, not until you immerse yourself into confounds of their environment. One would say that children that are handicapped maybe in a wheel chair, they may have a delay in speech or even have some form of visual or hearing deficiency are not and should not be categorize the same. May I even give a personal example without trying to offend anyone? To categorize individuals with a specific disability in not knowing exactly what that disability entails, is like saying that all Asians are the same because their eyes are slanted. Although, this is racist on so many levels, but this is how passionate advocates, individuals and parents are about the disabilities.

What I found to be quite interesting amongst the teachers that were in fact interviewed was the level of understanding that each had for their students who were not what we call, “mainstream” students. As the interview went under way, it was once said that you must have a passion for wanting to work with students with any type of disabilities or you sure this is what you want to do? A simple reply; yes, is what was given. The interview proceeded with a series of question ranging anywhere from:

How do you view the political correct standards of terms used for special education and the changes that occur as each term is used and then replaced in the name of being “politically correct” or because it has become a stigma? When including students with ID, how does the rest of the classroom react?
In trying to keep a broad spectrum of non-abrasive but yet, direct to the point for my understanding, some of these questions were for a knowledge and understanding standpoint and employment.

Per our conversation, we discuss employment, inclusion, and mainstream, IQ's and duties and tasks within the classroom. According to (Rosenberg, M.S., Westling, D.L. And McLesky J., 2013) students with intellectual disabilities typically show an IQ 98% and lower than that of their age appropriate school peers. Not only does the IQ affect young children during their school career but it also becomes evident during their adult years. Many intellectual disabilities adults find employment but many are paid a low income wage, are considered low in status and perform in tasks that are repetitive and quite simple minded labor. (Horowitz, Ed. D. S.H, 2013) There are several other characteristic flaws that are presently displayed with mild Intellectual disabilities;
Students are easily distracted
Poor social skills
Inability to respond to social cues on command
A surmount of low self esteem
Deficiency in memory and self motivation The list could continue on for a while. However, in evaluating the teachers as well as the students; I was easily able to take the interview question and pair them to the student's behavior and the response from the teachers. For the remaining of this essay, I will give the interview question and answers as I would hope that the questions were directly taken from the book reading as well as the instructor’s suggestions. Interviewers: Mr. Sager = Honors English I/ English I, currently in school for PhD in special needs as well as education.
Ms. McIntyre = SPED/ Inclusion and Majored in Mathematics/ Minor in SPED

How do you view the political correct standards of terms used for special education and the changes that occur as each term is used and then replaced in the name of being “politically correct” or because it has become a stigma?

Answer: What is know of the past about ID, the terms we very harsh to say the least. In the past Mental Retardation to handicapped and students with Individualized special needs.

Why do you think this is?

Answer: Because of the hard work that the advocates have put forth. It was said by one teacher that speaking from a student's perspective; I have rights just like any other student, recognize that I am a student first and I'm a student that just so happen to have a disability. Whereas, the other stated, Never make reference to a student first and then their impediment second.

Do you feel that Mental Retardation is a politically correct term? And what is your view on using the word “tard” or other degrading terms to address a non-ID or ID person?

Answer: As answered previously, we and I do mean we, not just the students with a disability but we as average day people of society are not defined by words. And yes, tard along with several other names are used in a negative connotation, and in the words of the instructor and I quote “It is like the word nigger, in the black community it is used as a term of endearment” Really, people should stop being so sensitive to words as the are not who you are; you are not who they say you are but by what makes you apart from the rest. (Was not sure if this should go into the paper, but after much sought out advice, it was suggested that I should include it as it was given. Really hope that this does not offend, as this is not my intention.)

With regard to slow learners and ID students, what are the laws governing having slow learners intermingling with ID students.

Answer: Back in the day when we were in school, they would track students based off their last year report card and group them according to their scores. Well, the disadvantage students would be group with other disadvantage students and those that excelled, well you know the story. (They were grouped together) We no longer work that way and our job is to service student’s period. Researchers believed that students learn from their peers, and if not meshed together with all students despite their abilities or inabilities, students will never flourish if they are not collaborating. The law says: we have to afford them the opportunity for a Least Restrictive Environment; it is where the inclusion comes from.

In your opinion, is ID primarily a result of heredity or environmental factors?

Answer: Although the cliché' is that we are a product of our environment, this is not necessary the case for ID. ID, is known from several factors such as; Down syndrome, fetal alcoholism, and various genetic issues. So, to say that it is the environment, I'm not to sure I agree with the question.

When including students with ID, how does the rest of the classroom react?

Answer: Every reaction is based solely on how teachers respond to that of their students. This is for certain is not just a SPED classroom but mainstream classrooms as well. If you walk in frustrated and clueless as to what the days objectives are than of course everyone is going to respond in one shape, form or other. Now, if you are asking me if my reg ed students have a problem with someone with a disability than this goes back to your question on stigmas. We offer a LRE and Inclusions; none of our regular students have any idea that a specific or group of students has any type of impediment as it is confidential information. Our goal is to teach irregardless of the students learning style. If a regular student ask for help than quess what? We will give him/her that help.

How are students integrated into functions in the regular school activities?

Answer: Children of any age have some for of restrictions. Whether it is that they have asthma, wear glasses or have some form of cancer, each student is a case by case scenario when it comes to restrictions on their physical activities. We try our best to include them but if for some reason medically they just can't participate than they just won't participate.

Conclusion Students with mild Intellectual disabilities exhibit adaptive behavioral skills that cause them to recluse themselves from the world in which they reside. They typically or on the lower end of the learning curve and they are usually delayed in cognitive and functionality and may not even be able to identify with daily living, but as stated by an instructor “They are a person first, that just so happen to have a disability.”

Reference

Thomas, Glen. E. (1996). Students with Mental Retardation: A life goal curriculum planning approach. Retrieved from: http://gcumedia.com/digital-resources/pearson/1996/teaching-students-with-mental-retardation_-a-life-goal-curriculum-planning-approach_ebook_1e.php.
Horowitz, Ed. D. S.H. (2012). Learning Disabilities in Adulthood . Available: http://www.ncld.org/ld-basics/ld-explained/ld-across-the-lifespan/learning- disabilities-in-adulthood-the-struggle-continues. Last accessed February 2, 2013.

Rosenburg M.S., Westling D.L. and McLeskey J. (2012). FAQ Sheet About Students with Mild Intellectual Disabilities . Available: http://www.education.com/reference/article/faq-students-mild-intellecutal- disabilities/. Last accessed February 2, 2013.