WORKING WITH PERSONS WHO ARE MENTALLY … WITH PERSONS WHO ARE MENTALLY RETARDED Most mentally...

WORKING WITH PERSONS WORKING WITH PERSONS WHO ARE MENTALLY WHO ARE MENTALLY

RETARDEDRETARDED

Persons who have mild Persons who have mild mental retardation have the mental retardation have the same basic physiological, same basic physiological,

social, and emotional needs social, and emotional needs as people who are not as people who are not

retarded!retarded!

WORKING WITH PERSONS WORKING WITH PERSONS WHO ARE MENTALLY WHO ARE MENTALLY

RETARDEDRETARDED

WORKING WITH PERSONS WHO ARE WORKING WITH PERSONS WHO ARE MENTALLY RETARDEDMENTALLY RETARDED

Most mentally retarded people are capable of Most mentally retarded people are capable of obtaining jobs and functioning independently in obtaining jobs and functioning independently in the community.the community.Most are capable of functioning adequately on a Most are capable of functioning adequately on a number of levels in a variety of contexts. There number of levels in a variety of contexts. There are times, however, when they have difficulty are times, however, when they have difficulty coping with environmental demands. coping with environmental demands. As a group they may encounter their greatest As a group they may encounter their greatest difficulties in school and in making the transition difficulties in school and in making the transition to community living.to community living.

Children who are mentally retarded Children who are mentally retarded usually experience delays in their usually experience delays in their

physical, cognitive and social physical, cognitive and social development; they exhibit behavior development; they exhibit behavior

that is characteristic of children that is characteristic of children considerably younger in considerably younger in

chronological age.chronological age.

NOTE: Persons with learning NOTE: Persons with learning disabilities have average to disabilities have average to

above average intelligence but above average intelligence but do not function up to their do not function up to their

cognitive potential.cognitive potential.


The wide range of behaviors and The wide range of behaviors and functional abilities of people with learning functional abilities of people with learning impairments necessitates careful impairments necessitates careful consideration of each person’s abilities.consideration of each person’s abilities.Assumptions about the individual, based Assumptions about the individual, based upon a categorical designation, must be upon a categorical designation, must be avoided.avoided.


Activities should be divided into Activities should be divided into manageable parts and carefully manageable parts and carefully sequenced to offer a progression of skills. sequenced to offer a progression of skills. Repetition of important tasks may also Repetition of important tasks may also facilitate learning. facilitate learning. Whenever possible, it is helpful to provide Whenever possible, it is helpful to provide a demonstration so participants can model a demonstration so participants can model the desired behavior.the desired behavior.


Use verbal instructions that are clear and Use verbal instructions that are clear and easy to understand. easy to understand. Provide careful supervision of all activities Provide careful supervision of all activities especially those in which accidents or especially those in which accidents or injuries are possible, but be careful not to injuries are possible, but be careful not to overprotect participants.overprotect participants.Explain required learning tasks in terms of Explain required learning tasks in terms of concrete concepts. concrete concepts. Stress realStress real--life applications.life applications.


Plan activities that are age appropriate.Plan activities that are age appropriate.Plan activities that require skills useful in Plan activities that require skills useful in community living, job training, etc. community living, job training, etc. Try to ensure that the challenges of an Try to ensure that the challenges of an activity correspond with the skills of the activity correspond with the skills of the participants.participants.When possible start an activity at the When possible start an activity at the participant’s current skill level rather than participant’s current skill level rather than the lowest possible level.the lowest possible level.


Small group and cooperative activities Small group and cooperative activities may facilitate social development for those may facilitate social development for those with deficiencies in adaptive behavior.with deficiencies in adaptive behavior.Establish necessary rules for appropriate Establish necessary rules for appropriate behavior, and use consistent behavior, and use consistent consequences.consequences.


Individuals who have learning disabilitiesIndividuals who have learning disabilitiesIt is especially important to reduce It is especially important to reduce extraneous stimuli.extraneous stimuli.The leader should limit the quantity of The leader should limit the quantity of materials, directions, verbal suggestions, materials, directions, verbal suggestions, and so on. and so on. Care should be taken not to eliminate Care should be taken not to eliminate choices or limit opportunities for creativity.choices or limit opportunities for creativity.


Activities should involve as many of the Activities should involve as many of the senses as possible. senses as possible. Abstractions are often difficult for children Abstractions 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 good Mentally retarded persons are good workers, dependable and good at workers, dependable and good at repetitive tasks repetitive tasks

HORTICULTURE PROGRAMS FOR HORTICULTURE PROGRAMS FOR MENTALLY RETARDED PERSONS MENTALLY RETARDED PERSONS

Why Horticulture?Why Horticulture?job market for horticultural skills which a person job market for horticultural skills which a person who is mentally retarded can dowho is mentally retarded can dohorticultural activities provide a therapeutic horticultural activities provide a therapeutic milieu which is effective training for job milieu which is effective training for job placement in many other settingsplacement in many other settingsthe horticultural training program can generate the horticultural training program can generate its own products and some of its own operating its own products and some of its own operating fundsfundsmany people want to buy plants, giving a natural many people want to buy plants, giving a natural means for social interaction with clientsmeans for social interaction with clients

HORTICULTURE PROGRAMS FOR HORTICULTURE PROGRAMS FOR MENTALLY RETARDED PERSONSMENTALLY RETARDED PERSONS

Goals of Programs:Goals of Programs:trainingtrainingemploymentemploymentteaching other life skills in an alternative teaching other life skills in an alternative environmentenvironmentavocationalavocational interestsinterests


Four Types of Program:Four Types of Program:affiliation with public schoolsaffiliation with public schoolstraining center in a public or private training center in a public or private residential facilityresidential facilitypart of a work training centerpart of a work training centeras a horticultural training center as a horticultural training center


Examples of programs:Examples of programs:Public and private schoolsPublic and private schoolsState schoolsState schoolsBrookwoodBrookwood CommunityCommunityMarbridgeMarbridge RanchRanchProvidence FarmProvidence Farm

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