Special Education 322
Psychology 322
Rehabilitation 322
Social Work 322
Spring 2002



 
 
 
 
 
 

INTRODUCTION TO MENTAL RETARDATION

Professor John Trach

Department of Special Education
270C College of Education
1310 South Sixth Street
Champaign, IL 61820
phone: 333-0260
e-mail: j-trach@uiuc.edu
http://www.ed.uiuc.edu/courses/sped322

http://cw.prenhall.com/bookbind/pubbooks/beirne‑smith/

MS WordDownload the syllabus in MS Word format.


Call NumberMeeting Time & PlaceCourse OverviewGrading Overview
ExamsExperiencesGuidelines for the assignmentGoalsOffice Hours
Session OverviewRequired TextReserved ReadingsReading List
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Students needing special coursework accommodations may contact the instructor.

CALL NUMBERS

07367 SPED 322,06891 PSY 322, 06997 REHAB 322, 07327 SOCW 322




MEETING TIME & PLACE

Thursday 6:00 - 8:50 p.m., 141 Wohlers Hall




INTRODUCTION TO MENTAL RETARDATION -- COURSE OVERVIEW

Session

Date

Topic

1

January  17

Introduction - Course & Topic Overview and Historical Perspective

2

January  24

Historical Perspective

3

January  31

Definition, Classification, and Prevalence; Assessment

4

February  7

Biological Etiologies and Psychosocial Concerns

5

February  14

Exam #1 (30%) [Covers material from Sessions 1-4]

6

February  21

Various Degrees of Mental Retardation

7

February  28

Infancy and Early Childhood

8

March  7

Educational Programming

 

Experience #1 Write-up Due

9

March  14

Career, Life Skills, and Transitional Planning

 

March 21

NO CLASS  - SPRING BREAK

10

March 28

EXAM #2 (30%) [Covers material from Sessions 6-9]

11

April  4

Adult Years, Aging, and Normalization

12

April  11

Family Issues, Individual Rights and Legal Issues

13

April  18

Residential Issues, Alternatives, and Assistive Technology Applications

***

Experience #2 Write-up Due

14

April  25

Parent and Family Panel
 

May 2

Reading Day

***

May  9

FINAL EXAM [Cumulative] (6:00-8:50pm and Room TBA)

INTRODUCTION TO MENTAL RETARDATION -- GRADING OVERVIEW

Exam #1

30%

Experience #1

5%

Exam #2

30%

Exam #3/FINAL

35%

 

 

TOTAL

100%

A - (90-100)

B - (80-89)

C - (70-79)

D - (60-69)

F - (<60)


 
 

EXAMS

There will be 3 exams during the semester. Each of the exams will be worth 30% your final grade. Exams will cover all material covered in class and in the assigned readings (text, reserved readings, and handouts). Format for exams will include True/False, Multiple Choice. All material presented in the course preceding the exam will be included on the exam.
 
 

EXPERIENCES

Students will be required to have at least two experiences (only two experiences will be graded) with a person with mental retardation during the semester. Several sites will be identified with various age groups and settings (e.g., elementary school, adult residence). Sign-ups will be on a first-come basis. Experiences may be attending classes, tutoring, dinners, recreational activities, etc. NOTE: STUDENTS WHO IDENTIFY THEIR OWN SITES MUST SUBMIT THEIR PROPOSED EXPERIENCE TO THE INSTRUCTOR PRIOR TO MEETING WITH THE INDIVIDUAL WITH MENTAL RETARDATION FOR THE INSTRUCTOR'S APPROVAL. After meeting with the person with mental retardation, students will be required to complete an experience form (up to 5% of grade for each form completed).
 
 

GUIDELINES FOR THE ASSIGNMENT:

  1. Each of the student's experiences must be with a different individual with mental retardation.


    2.  

     
     
     

  2. The experience must have occurred during the Spring semester, 2002.


    3.  

     
     
     

  3. Students should meet with the person with mental retardation individually, not with other students from class.


 

 
 
 

Course evaluations consistently report that this assignment was a very worthy and unique opportunity to get to know and understand some individuals with mental retardation.
 
 

INTRODUCTION TO MENTAL RETARDATION -- GOALS

At the completion of the course the student will know:

  1. The history of persons with mental retardation.
  2. The causes and prevention of mental retardation.
  3. Learning and community functioning of persons with mental retardation.
  4. The educational services provided.
  5. The life goals for persons with mental retardation.
  6. The various life stages of persons with mental retardation.
  7. The vocational, residential, and recreational alternatives.

Office Hours

Professor

Dr. John Trach

Tuesday 2:00 - 4:00p.m. or by appointment.

email: j-trach@uiuc.edu

TAs (are also available by appointment)

Sangsu Baek

Monday 1:00 - 4:00(244-3563)

email: sbaek@uiuc.edu

 

Stephen Hofmann

Wednesday 10:30 - 2:30 (332-0016)

email: ta_322_stephen_hofmann@hotmail.com

 

 

Randy Bost

Thursday 2:00 - 5:00

email: rbost@soltec.net 

 

288 College of Education / phone: 333-0260
1310 South Sixth Street, Champaign


REQUIRED TEXT

Beirne-Smith, M. Ittenbach, R.F., & Patton, J.R. (2002).Mental Retardation (6th ed.) Columbus, Ohio: Merrill Prentice Hall

Companion Web Site

http://cw.prenhall.com/bookbind/pubbooks/beirne-smith/

RESERVED READINGS & CLASS NOTES

The reserved readings are on file at

SESSION OVERVIEW FOR INTRODUCTION TO MENTAL RETARDATION

Session 1 - Introduction to Course and Topic Overview

Session 2 - Historical Perspective

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapters 1 
  2. Seguin, E. (1976). Origin of the treatment and training of idiots. In M. Rosen, G. R. Clark & M. S. Kivitz (Eds.), The history of mental retardation: Collected papers volume 1. Baltimore: University Park Press.
  3. Howe, S. G. (1976). Report of the Royal Academy of Science (French), 1843: A description of Sequin's school in Paris. In M. Rosen, G. R. Clark, & M. S. Kivitz (Eds.), The history of mental retardation: Collected papers volume 1. Baltimore: University Park Press.
  4. Blatt, B. (1981). Purgatory. In and out of mental retardation. Baltimore: University Park Press.

Session 3 - Definition, Classification, and Prevalence; Assessment

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 2 & 3
  2. Antonak, R. F., Fieldler, C. R., & Mulick, J. A. (1989). Misconceptions relating to mental retardation. Mental Retardation, 27(2), 91-97.

Session 4 - Biological Etiologies & Psychosocial Concerns

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 5 & 6
  2. Batshaw, M. L., & Perret, Y. M. (1997). Heredity: A toss of the dice. Children with disabilties: A medical primer. Baltimore: Paul H. Brookes.
  3. Batshaw, M. L., & Perret, Y. M. (1997). Normal and abnormal development, understanding your chromosomes. Children with disabilties: A medical primer. Baltimore: Paul H. Brookes.
  4. Baroff, G. S. (1986). Nongenetic biological factors: Prenatal, perinatal, and postnatal. Mental retardation: Nature, cause and management. Washington: Hemisphere.

Session 5 - Exam #1 -- Covers material from Sessions 1-4

Session 6- Varying Degrees of Mental Retardation

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapters 7 & 8
  2. Nietupski, J. A., & Robinson, G. A. (1994). Severe and profound mental retardation. In Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R., Mental Retardation (4th ed.). Columbus, Ohio: Merrill.

Session 7 - Infancy and Early Childhood

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 9

Session 8 - Educational Programming

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 10
  2. Snell, M. E. (1988). Curriculum and methodology for individuals with severe disabilities. Education and Training in Mental Retardation, 23(4), 302-314.
  3. Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 13(1), 81-90.
  4. Dever, R. B. (1990). Defining mental retardation from an instructional perspective. Mental Retardation, 28(3), 147-153.

Session 9 - Career, Life Skills, and Transitional Planning

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 11
  2. Hasazi, S. B., & Clark, G. M. (1988). Vocational preparation for high school students labeled mentally retarded: Employment as a graduation goal. Mental Retardation, 26(6), 343-349.

Session 10 - EXAM #2 -- Covers Material from Sessions 6-9

Session 11 - Adult Years, Aging, and Normalization

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapter 12
  2. Seltzer, M. M. (1988). Structure and patterns of service utilization by elderly persons with mental retardation. Mental Retardation, 26(4), 181-185.
  3. Edgerton, R. B., Bollinger, M., & Herr, B. (1984). The cloak of competence: After two decades. American Journal of Mental Deficiency, 88, 345-351.
  4. Nirje, B. (1976). The normalization principle and its human management implications. In M. Rosen, G. R. Clark, & M. S. Kivitz (Eds.), The history of mental retardation: Collected papers volume 2. Baltimore: University Park Press.

Session 12 - Family Issues, Individual Rights, & Legal Issues

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapters 13 & 14

Session 13 - Residential Issues and Alternatives, and Assistive Technology Applications

Read:

  1. Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. op. cit. Chapters 12 & 14
  2. Haney, J. (1988). Empirical support for deinstitutionalization. In L. Heal, J. Haney, & A. Novak-Amando (Eds.), Integration of developmentally disabled individuals into the community. Baltimore: Paul H. Brookes.
  3. Gelman, S. R., Epp, D. J., Downing, R. H., Twark, R. D., & Eyerly, R. W. (1989). Impact of group homes on the values of adjacent residential properties. Mental Retardation, 27(3), 127-134.

Session 14- Parent and Family Panel

Session 15 - FINAL EXAM- Cumulative 6:00-8:50pm, Room TBA

 

 
 
 
 
 

REQUIRED TEXT

Beirne-Smith, M., Ittenbach, R. F., & Patton, J. R. (2002). Mental retardation (6th ed.). Columbus, Ohio: Merrill Prentice Hall.
 
 

READING LIST

Call NumberMeeting Time & PlaceCourse OverviewGrading Overview
ExamsExperiencesGuidelines for the assignmentGoalsOffice Hours
Session OverviewRequired TextReserved ReadingsReading List
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