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Defining mental retardation from an instructional perspective.

R B Dever1

  • 1Henry Lister Smith Center for Research in Education, Indiana University, Bloomington 47405.

Mental Retardation
|June 1, 1990
PubMed
Summary

A new definition of mental retardation, based on the instructional paradigm, clarifies the roles of professionals and unifies instructional concepts. This framework guides new personnel by emphasizing the importance of instruction for individuals with intellectual disabilities.

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Area of Science:

  • Special Education
  • Developmental Psychology

Background:

  • The concept of mental retardation has evolved significantly.
  • Previous definitions lacked a unifying framework for instructional practices.

Purpose of the Study:

  • To present a definition of mental retardation grounded in the instructional paradigm.
  • To clarify the responsibilities of professionals working with individuals identified with intellectual disabilities.
  • To unify discrete instructional constructs under a single conceptual umbrella.

Main Methods:

  • Conceptual analysis based on the instructional paradigm.
  • Literature review on existing definitions and instructional approaches.

Main Results:

  • A proposed definition focusing on the instructional needs and potential of individuals.

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  • Identification of key instructional constructs relevant to the population.
  • Emphasis on the role of instruction in shaping professional practice.

    • Conclusions:

    • The proposed definition provides a clear operational framework for professionals.
    • It unifies diverse instructional strategies under a common theoretical basis.
    • This definition serves as a foundational concept for training future professionals in the field.