Working with Persons Who Are Mentally Retarded - Horticultural Sciences, Texas A&M University

8/4/2019 Working with Persons Who Are Mentally Retarded - Horticultural Sciences, Texas A&M University

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WORKING WITH PERSONSWORKING WITH PERSONSWHO ARE MENTALLYWHO ARE MENTALLY

RETARDEDRETARDED



Persons who have mildPersons who have mild

mental retardation have themental retardation have the

same basic physiological,same basic physiological,social, and emotional needssocial, and emotional needs

as people who are notas people who are notretarded!retarded!

WORKING WITH PERSONSWORKING WITH PERSONS

WHO ARE MENTALLYWHO ARE MENTALLYRETARDEDRETARDED



WORKING WITH PERSONS WHO AREWORKING WITH PERSONS WHO ARE

MENTALLY RETARDEDMENTALLY RETARDED

Most mentally retarded people are capable ofMost mentally retarded people are capable of

obtaining jobs and functioning independently inobtaining jobs and functioning independently inthe community.the community.

Most are capable of functioning adequately on aMost are capable of functioning adequately on a

number of levels in a variety of contexts. Therenumber of levels in a variety of contexts. Thereare times, however, when they have difficultyare times, however, when they have difficulty

coping with environmental demands.coping with environmental demands.

As a group they may encounter their greatestAs a group they may encounter their greatest

difficulties in school and in making the transitiondifficulties in school and in making the transition

to community living.to community living.



Children who are mentally retardedChildren who are mentally retarded

usually experience delays in theirusually experience delays in their

physical, cognitive and socialphysical, cognitive and social

development; they exhibit behaviordevelopment; they exhibit behavior

that is characteristic of childrenthat is characteristic of children

considerably younger inconsiderably younger in

chronological age.chronological age.



NOTE: Persons with learningNOTE: Persons with learning

disabilities have average todisabilities have average toabove average intelligence butabove average intelligence but

do not function up to theirdo not function up to their

cognitive potential.cognitive potential.





The wide range of behaviors andThe wide range of behaviors and

functional abilities of people with learningfunctional abilities of people with learningimpairments necessitates carefulimpairments necessitates careful

consideration of each person’s abilities.consideration of each person’s abilities.

Assumptions about the individual, basedAssumptions about the individual, based

upon a categorical designation, must beupon a categorical designation, must be

avoided.avoided.





Activities should be divided intoActivities should be divided into

manageable parts and carefullymanageable parts and carefullysequenced to offer a progression of skills.sequenced to offer a progression of skills.

Repetition of important tasks may alsoRepetition of important tasks may alsofacilitate learning.facilitate learning.

Whenever possible, it is helpful to provideWhenever possible, it is helpful to provide

a demonstration so participants can modela demonstration so participants can model

the desired behavior.the desired behavior.




MENTALLY RETARDEDMENTALLY RETARDEDUse verbal instructions that are clear andUse verbal instructions that are clear and

easy to understand.easy to understand.Provide careful supervision of all activitiesProvide careful supervision of all activitiesespecially those in which accidents orespecially those in which accidents or

injuries are possible, but be careful not toinjuries are possible, but be careful not tooverprotect participants.overprotect participants.

Explain required learning tasks in terms ofExplain required learning tasks in terms ofconcrete concepts.concrete concepts.

Stress realStress real--life applications.life applications.




MENTALLY RETARDEDMENTALLY RETARDEDPlan activities that are age appropriate.Plan activities that are age appropriate.

Plan activities that require skills useful inPlan activities that require skills useful incommunity living, job training, etc.community living, job training, etc.

Try to ensure that the challenges of anTry to ensure that the challenges of anactivity correspond with the skills of theactivity correspond with the skills of theparticipants.participants.

When possible start an activity at theWhen possible start an activity at theparticipant’s current skill level rather thanparticipant’s current skill level rather thanthe lowest possible level.the lowest possible level.





Small group and cooperative activitiesSmall group and cooperative activities

may facilitate social development for thosemay facilitate social development for thosewith deficiencies in adaptive behavior.with deficiencies in adaptive behavior.

Establish necessary rules for appropriateEstablish necessary rules for appropriatebehavior, and use consistentbehavior, and use consistent

consequences.consequences.





Individuals who have learning disabilitiesIndividuals who have learning disabilities

It is especially important to reduceIt is especially important to reduceextraneous stimuli.extraneous stimuli.

The leader should limit the quantity ofThe leader should limit the quantity ofmaterials, directions, verbal suggestions,materials, directions, verbal suggestions,

and so on.and so on.

Care should be taken not to eliminateCare should be taken not to eliminate

choices or limit opportunities for creativity.choices or limit opportunities for creativity.





Activities should involve as many of theActivities should involve as many of the

senses as possible.senses as possible.Abstractions are often difficult for childrenAbstractions are often difficult for children

to grasp, so visible evidence of success,to grasp, so visible evidence of success,such as certificates of achievement,such as certificates of achievement,

should be used.should be used.





Mentally retarded persons are goodMentally retarded persons are good

workers, dependable and good atworkers, dependable and good atrepetitive tasksrepetitive tasks



HORTICULTURE PROGRAMS FORHORTICULTURE PROGRAMS FOR

MENTALLY RETARDED PERSONSMENTALLY RETARDED PERSONSWhy Horticulture?Why Horticulture?

job market for horticultural skills which a person job market for horticultural skills which a personwho is mentally retarded can dowho is mentally retarded can dohorticultural activities provide a therapeutichorticultural activities provide a therapeuticmilieu which is effective training for jobmilieu which is effective training for job

placement in many other settingsplacement in many other settingsthe horticultural training program can generatethe horticultural training program can generateits own products and some of its own operatingits own products and some of its own operating

fundsfundsmany people want to buy plants, giving a naturalmany people want to buy plants, giving a naturalmeans for social interaction with clientsmeans for social interaction with clients




MENTALLY RETARDED PERSONSMENTALLY RETARDED PERSONS

Goals of Programs:Goals of Programs:

trainingtrainingemploymentemployment

teaching other life skills in an alternativeteaching other life skills in an alternativeenvironmentenvironment

avocationalavocational interestsinterests





Four Types of Program:Four Types of Program:

affiliation with public schoolsaffiliation with public schoolstraining center in a public or privatetraining center in a public or private

residential facilityresidential facilitypart of a work training centerpart of a work training center

as a horticultural training centeras a horticultural training center





Examples of programs:Examples of programs:

Public and private schoolsPublic and private schoolsState schoolsState schools

BrookwoodBrookwood CommunityCommunityMarbridgeMarbridge RanchRanch

Providence FarmProvidence Farm

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Working with Persons Who Are Mentally Retarded - Horticultural Sciences, Texas A&M University