Mental Retardation – Treatment and Education

HISTORICALEarly records tell of Spartan parents exposing their handicapped offspring to the elements to perish. Few other accounts are available, but by the Middle Ages the retarded were exploited as fools or jesters. The Protestant Reformation found the retarded suspected of being possessed with the devil. The common treatment was “to beat the devil out of them.”Despite the poor treatment afforded the retarded, the churches of Europe from the thirteenth century on began to systematically provide asylums for the less fortunate members of society. No treatment or education was provided, but sanctuary was available from the cruel and competitive society.Prior to 1800 the prevalent belief was that retardation was inherited and consequently not treatable. In 1800 Jean Itard, a French physician, began working with the “wild boy of Aveyron.” This boy, captured in the forests of Aveyron, was diagnosed as severely retarded. Itard believed that training and practice could reverse some of the effects of retardation. His efforts produced marked changes in the boy’s behavior. While the boy never achieved the ability to talk or live independently, this was the beginning of treatment and education for retarded persons.In 1850 Edward Seguin, a student of Itard, arrived in the United States. Having expanded Itard’s work, Seguin opened residential schools for the retarded. His complex, systematic sequence of training made him recognized as an international leader in the field. By 1900 residential schools were established throughout the country. These schools were intended as training schools, dedicated to curing mental retardation. But cure did not occur, and the nature of these schools has radically changed. Rather than attempting a cure, they now emphasize the enhancement of social competence, personal adequacy, and occupational skills.In 1912 Maria Montessori, a student of Seguin, opened her schools for training the retarded. She developed a system of self-teaching that trains through the senses. In 1914 Charles Scott Berry began a teacher training program in Lapeer, Michigan. Soon after, the first college course on mental retardation was offered at what is now Eastern Michigan University.CURRENT TRENDSThe movement from viewing retardation as purely hereditary to purely environmental has led to a contemporary position that views it as usually the result of the interaction of both these factors. Treatment focuses on training in personal skills to help an individual reach the highest possible level attainable for the deficiency.One important trend in recent work with the retarded has related to the concept of normalization or mainstreaming. This refers to the right of retarded individuals to participate in normal activities. Such activities include privacy, dignity, liberty, the right to engage in loving relationships, and marriage. Special classrooms, although designed to provide homogeneous groupings to enhance manageable training, specialized curricula that would be in line with the interest of the group, and special training needs for teachers, have often been seen as dumping grounds and discriminatory.In 1965 the passage of the Elementary and Secondary Education Act provided special programs of assistance to disadvantaged and handicapped children in the United States. In 1969, 14 regional instructional materials centers were developed to provide ready access to valid materials and information.The provision of free public education for all mentally retarded citizens within the context of as natural an environment as feasible was mandated by passage of Public Law 94-142 and Section 502 of the Rehabilitation Act of 1973. The presumption is that society is obligated to support efforts to integrate retarded individuals into the fabric of the community. Mainstreaming attempts to reduce the discriminatory aspect of being retarded.The implications of these laws for education are drastic. Free education is provided, even if it means special schooling. The least restrictive environment allows a retarded person to study in regular schools if possible. It is necessary for public schools to make allowances for handicaps, with facilities for wheelchairs or other devices. These requirements have given retarded persons an opportunity for normal education and interaction in society. Special education is provided for the more severe cases where participation in regular classrooms is not possible. In both cases yearly plans specify what is to be taught. This reduces the possibility of ignoring the children and reverting to minimal training.Likewise, more adequate living situations are provided. Rather than dumping children into institutions, it is mandated that more normal housing be provided. While institutionalization is necessary for some retarded persons, due to the severity of retardation or specific problems involved, these persons are to receive normal treatment as much as possible. Otherwise, group homes, foster homes, nursing homes, even support in one’s own home are provided. Residential facilities are designed to be as colorful, warm, and friendly as a typical home.Where possible, vocational training is given. Providing a means of earning an income gives retarded persons a sense of achievement and worth. It enhances self-esteem to be in a work situation and accomplish a task.Regular psychological assessments are also required. These occur naturally in normal schools, where academic advance is a primary means of assessment. Since retarded persons learn slower, more regular assessments are needed to verify the strengths, determine if there are other underlying problems, and provide direction for educational plans.

Education and the Complete Individual

Education is something that many have said much about. Most of these are complex or vague. Consider the Greek philosopher Aristotle’s saying that education is ‘an ornament in prosperity’ and ‘a refuge in adversity’. There have been a great many attempts to explain this description, but none have quite succeeded in satisfying my curiosity. Alternatively, this is what the English essayist Joseph Addison has to say on education: What sculpture is to a block of marble, education is to a human soul. This too, has a great many explanations and elaborations. But does it really tell us what education is? Does it tell us why we need education? Not really, since the concept of the soul is, till date, a shadowy area. So how can we begin to comprehend what everyone claims is essential to life nowadays? To put it simply, education is a process of training our mind so that we can apply it in a field of our choice: which is why we have education not as a single seamless entity, but as a whole made up of various divisions: music education, scientific and technological education, art education, even teacher education!Education can be considered similar to picking and eating a fruit. Picking a particular fruit on the tree is akin to choosing a field to get an education of. When we bite into it, we get our first taste of the subject. As we chew on the bitten portion, we begin to understand its various aspects – the tastes, textures, intricacies and complexities of it – and when we are ready to move on to the next portion, we swallow what we have assimilated so far so that it can be used for further application. The tree we get the fruit from is the entire body of past thinkers’ teachings and the voice that tells us which fruit to pick is the interpreter of that knowledge: the teacher.Throughout the lifelong course of education (no, it’s not like school or college which ends after a fixed period of time), we get to know about things that always were, still are and always will be around us, waiting to be recognized and acknowledged. Light plays a central role in education – both literally and metaphorically – for visual inputs are the best learnt and without light – of the sun or electrical – we would be missing out on a whole world of knowledge. In fact, this is where phrases like ‘light of knowledge’, ‘throw light on the matter’, ‘kept in the dark’ and so on came from.You might be thinking, how can we narrow the infinite field of knowledge to select what we will need or want to know? This is where the part on ‘training the mind’ comes in. The mind, as psychology tells us, is the centre of cognitive faculties which enables consciousness, thinking, perception and judgement. It is the kitchen for the information we acquire, where we can season and prepare the bits and pieces of data into comprehensive knowledge. Like any good kitchen, the mind has infinite capabilities (which is often the reason for confusion among us youth when it comes to deciding on a particular field to ‘specialize in’ for higher education) and therefore needs to be trained in order to make this choice clearer as every good chef needs to know what to or not to use for a dish. Unfortunately, the world we live in does not allow us to experiment with our capabilities without being ostracized or reduced to penury. Thus the need for specialization. And thus the need for education.Another obvious question would be: how can we get education? It’s easier to use metaphors and analogies when describing something like this, but a parallel in the real world is sometimes hard to provide. One answer could be a school, college or university. There are also other means to formally get education. Such as home-schooling, distance learning etc. All of these provide us with a forum to exchange knowledge – where we can gain as well as give. This is a guided and restricted form of education, especially in the Indian scenario. It is difficult to find a good school where we can tailor our education according to our needs and interests. Often, we fail to avail of the opportunity even if it is within our reach. Peer pressure, our parents’ and elders’ wants, whims and wishes and societal trends all play a role in influencing us. And this very often has an adverse effect with the student being unable to cope with the contradictory inputs and buckling under the combined pressure. An educational system where students can fulfil their desires and not bow to transient trends is necessary for proper development and realization of one’s full potential. An example of how this can help could be the famous English poet John Keats. Trained to become a doctor, Keats renounced his apothecary’s license to follow his desire, eventually creating a path for himself that no one else has quite been able to match.Education is not just a pathway to money, as is often considered nowadays. The fact that it provides a doorway to affluence is secondary. Education is first and foremost, I believe, a source of joy and pleasure that is also a means of enhancing our capabilities. It is a landing that provides us with infinite doorways to choose to continue into, each leading to a different yet interconnected walk of life (after all, how can we forget that science and philosophy, despite being ‘at odds with one another’ go back beyond human comprehension?).The needs of the human in order to lead a productive and satisfactory life have long been debated. Yet one point stands clear in this debate: along with the basic necessities of food, clothing and shelter, education is extremely necessary, especially in today’s material world. After all, without education, one cannot gain employment and without employment, one cannot fulfil his/her basic needs and is considered a failure by modern society.The knowledge we gain through our guided education is definitely useful for life in the sense that they will be required to succeed in gaining and maintaining employment, a must to be accepted in society. Not having a job is enough to have you labelled lazy, a failure, even weird or odd. And any employer will require you to have a thorough knowledge of your field, which is easily available for the taking through education.Education provides us with an endless canvas. How much of it we put into use is up to us. New fields seem to emerge everyday – parapsychology, particle physics, noetics, to name a few. Although relatively ‘unknown’ or ‘obscure’, these have as much importance as the others we know of. The flood of engineers and accountants that India is facing seems to know no end. Easy money is apparently all people seems to think of. They are becoming flat characters in the play of life: although given names like ‘security of future’, lust for a fat wallet seems to be the only motivation.On the other hand, there are billions of people around the world who want to get an education but are unable to due to poverty, geographical isolation, familial conditions or ignorance. Like the Lady Law, education is blind to the faults or favours of those who take a sip from its pool. The people who are not able to get to its banks because they are dragged back by the brambles of shortcomings – economic, social or cultural – have to endure a life full of superstition, fear, hopelessness, helplessness, poverty and exclusion. The literate but uneducated are considered equal to the illiterate as their life pretty much goes to waste (not everyone is the Old English poet Cædmon, after all). We must, however, keep in mind that this ‘education’ is totally career-oriented – a trait that has emerged in the past decades.Let us now consider another angle. So far we talked of the relevance of education in the tangible corporeal world. But, being human beings, the intangible yet equally expansive world of our feelings is equally important. Education plays a major role in helping us find our niche here as well. We humans are inherently social. Even ‘loners’ have at least one person in their confidence. In fact, the more solitary one is, the stronger the bond is with those that person does interact with regularly. Even those who have large friend circles have an inner circle of those who they trust. So, where do these friends come from? Most of our friends and acquaintances come from school, college and our workplace and education is the line connecting these dots to one another. We go to school and college to get an education, as do those who become our friends. We talk about things that we have learnt somewhere down the line: academically, through music, film, news bulletins, books, etc. These, too, are an important part of our education. Academia alone is not enough to make us a complete person. It is definitely important, but our character and personality depends on our education as well. As we grow up, we learn new things and experience various feelings and emotions. Events and situations, too, play a part in education. Growing up, we have quarrelled with our parents. These sometimes go downhill over time and ruin the parent-child relationship. Alternatively, it can also teach us to give people space and motivate us into trying to understand before blindly contradicting. Regardless of that outcome, it teaches us what not to do when we take up the mantle of parenthood. Whether we put it to use is, of course, a completely different question altogether.Besides academic information, schools also impart social education. They teach us, sometimes by pointing out our mistakes, what we should or shouldn’t do in a particular situation. For instance, we learn to stand up and greet a teacher when he/she enters our classroom. We also learn to respect our higher-ups and when to follow instructions without question. This gives us an idea of the norms of society.Education teaches us control. It tells us what is acceptable behaviour in a certain environment and what isn’t. Experience, which is yet another form of education, often also teaches us when to exercise caution and when to be spontaneous. For example, at an informal gathering like a house party, it is acceptable – even expected – to wear casual clothes. Also, we can be freer in expressing ourselves: we can talk over one another, raise our voices etc. In an office party or a similar formal gathering, on the other hand, a certain code of conduct is expected to be followed. A professional front – in both mannerism and appearance – has to be maintained. Formal attire is required and an unruly or unkempt appearance must be avoided. We also learn these things through books, entertainment, word of mouth etc. Education and its imparting is therefore an intimate and implicit part of our social life as well.Education is a major source of mental contentment. There is a simple, innocent pleasure in gaining knowledge. As sentient living beings, we humans are inherently curious. And fulfilling that curiosity paves the way for further questions to be answered, for the thirst for knowledge to become a quest for more. Also, considering the level of competition nowadays, any and every little snippet of information in addition to what our peers know gives us an edge in the rat race of modern life. And success because of that little edge gives us a great deal of satisfaction, joy and pride: the boost to our self-esteem that is essential to our well-being, mental and, thereby, physical.A complete individual is one who leads a wholesome life. He/she has both contentment with his/her material possessions and mental satisfaction in his/her current place in life. The complete individual, hence, is one who has found a balance between the material and immaterial worlds: one who has both access to resources and the means to enjoy them; someone who has both adequate material possessions and happiness in life. And what makes all this possible but education?