Essay On Mild Mental Retardation

A claim can be made that the closeness of students with learning disabilities and mild mental retardation exists because it reflects what occurs in schools today, as students with these two categories are typically lumped together in classes. Despite claims by some researchers as to the close relationship between these two disabilities, the very nature of classifying students with mild mental retardation and learning disabilities remains distinct. A learning disability re- flects that an individual has a normal IQ, which is within the range of 100, but has achievement scores that differ significantly than what is to be expected given his/her IQ; whereas mild mental retardation involves an IQ that is significantly below the normal IQ, typically within the range of 55 to 70, and the individual has limitations in two or

Curriculum is that total content of instruction, an overall structure that provides continuing sequenced challenges, and meaningful learning that mediates the needs of both students and society” (Bigge, 1988, p. 1). Yet, curriculum does not explicitly exist in special education. Goldstein (as cited in Pugach & Warger, 1993) suggested that knowledge about curriculum is generally absent from the special education world. The majority of special education involves the Individual Education Plan (IEP) as the typical curriculum; however, the selection of curriculum within the IEPs can be quite idiosyncratic and lacking continuity not only between special education and general education, but also between sequential years in special education (Pugach & Warger, 1993). Bigge (p. 4) further emphasized, “when no appropriate overall curriculum serving as a framework or no recommended course of study with specific skills and concept objectives exists, special education students can experience fragmented programs.” Bigge (1988) outlined six approaches or options for special education