The term "mental retardation" is a diagnostic term denoting the group of disconnected categories of mental functioning such as "idiot", "imbecile", and "moron" derived from early IQ tests, which acquired pejorative connotations in popular discourse. The term "mental retardation" acquired pejorative and shameful connotations over the last few decades due to the use of "retarded" as an insult. This may have contributed to its replacement with euphemisms such as "mentally challenged" or "intellectual disability". While "developmental disability" may be considered to subsume other disorders (see below), "developmental disability" and "developmental delay" (for people under the age of 18), are generally considered more acceptable terms than "mental retardation".
• In North America mental retardation is subsumed into the broader term developmental disability, which also includes epilepsy, autism, cerebral palsy and other disorders that develop during the developmental period (birth to age 18.) Because service provision is tied to the designation developmental disability, it is used by many parents, direct support professionals, and physicians. However, in school-based settings, the more specific term mental retardation is still typically used, and is one of 13 categories of disability under which children may be identified for special education services under Public Law 108-446.
• The phrase intellectual disability is increasingly being used as a synonym for people with significantly below-average cognitive ability.[1] These terms are sometimes used as a means of separating general intellectual limitations from specific, limited deficits as well as indicating that it is not an emotional or psychological disability. Intellectual disability may also used to describe the outcome of traumatic brain injury or lead poisoning or dementing conditions such as Alzheimer's disease. It is not specific to congenital disorders such as Down syndrome.
The American Association on Mental Retardation continued to use the term mental retardation until 2006.[2] In June 2006 its members voted to change the name of the organization to the "American Association on Intellectual and Developmental Disabilities," rejecting the options to become the AAID or AADD. Part of the rationale for the double name was that many members worked with people with pervasive developmental disorders, most of whom do not have mental retardation.[3]
In the UK, "mental handicap" had become the common medical term, replacing "mental subnormality" in Scotland and "mental deficiency" in England and Wales, until Stephen Dorrell, Secretary of State for Health for the United Kingdom from 1995-7, changed the NHS's designation to "learning disability." The new term is not yet widely understood, and is often taken to refer to problems affecting schoolwork (the American usage), which are known in the UK as "learning difficulties." British social workers may use "learning difficulty" to refer to both people with MR and those with conditions such as dyslexia.
In England and Wales between 1983 and 2008 the Mental Health Act 1983 defined "mental impairment" and "severe mental impairment" as "a state of arrested or incomplete development of mind which includes significant/severe impairment of intelligence and social functioning and is associated with abnormally aggressive or seriously irresponsible conduct on the part of the person concerned."[4] As behavior was involved, these were not necessarily permanent conditions: they were defined for the purpose of authorizing detention in hospital or guardianship. The term Mental Impairment was removed from the Act in November 2008, but the grounds for detention remained. However, English statute law uses "mental impairment" elsewhere in a less well-defined manner¡ªe.g. to allow exemption from taxes¡ªimplying that mental retardation without any behavioral problems is what is meant.
Children with mental retardation may learn to sit up, to crawl, or to walk later than other children, or they may learn to talk later. Both adults and children with mental retardation may also exhibit the following characteristics:
• Delays in oral language development
• Deficits in memory skills
• Difficulty learning social rules
• Difficulty with problem solving skills
• Delays in the development of adaptive behaviors such as self-help or self-care skills
• Lack of social inhibitors
The limitations of cognitive functioning will cause a child with mental retardation to learn and develop more slowly than a typical child. Children may take longer to learn language, develop social skills, and take care of their personal needs such as dressing or eating. Learning will take them longer, require more repetition, and skills may need to be adapted to their learning level. Nevertheless, virtually every child is able to learn, develop and become participating members of the community.
In early childhood mild mental retardation (IQ 50¨C69) may not be obvious, and may not be identified until children begin school. Even when poor academic performance is recognized, it may take expert assessment to distinguish mild mental retardation from learning disability or emotional/behavioral disorders. As individuals with mild mental retardation reach adulthood, many learn to live independently and maintain gainful employment.
Moderate mental retardation (IQ 35-49) is nearly always apparent within the first years of life. Children with moderate mental retardation will require considerable supports in school, at home, and in the community in order to participate fully. As adults they may live with their parents, in a supportive group home, or even semi-independently with significant supportive services to help them, for example, manage their finances.
A person with a more severe mental retardation will need more intensive support and supervision his or her entire life.
