Please tell me that  what sort of education training and facility a mentally retarded child can get in USA and
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It depends on which state you go to regarding the actual quality of services and available resources for when your child reaches adulthood.  My state (New Mexico) is actually very good in what it has to offer.\n\nIf your annual income is below $30,000 per year, all medical is covered (including therapies not provided by the schools...in other words...not of issue in accessing the educational environment) through Medicaid. If your income is above $30,000, your work's private insurance may not want to cover "developmental" medical and therapy.... check with your employer and the schools about funding supports.\nALL states must provide the following, per the laws "Individuals with Disabilities Education Act" (IDEA) and "No Child Left Behind Act" (NCLB).\n\n1. Child find -- From birth, state services are offered for therapies, respite care, and family supports (it's difficult to raise a special needs kid), coordinated by a social worker. The focus is to help the family cope with the additional demands of raising a special needs child, and to prepare that child for the school setting.\n\n2. At age 3 -- Pre-school for identified kids, provided through the public schools, brings various therapies in (speech, occupational, physical, counseling, etc.), and provides early exposure to academic and life skills training, as well as early training for successful participation in the school environment.\n\n3. At age 5 -- Direct educational services at the neighborhood school (except in rare instances, when there is a centralized program that will better benefit the child... for example, I have students transferred from other schools to participate in my gifted education program, another teacher has students transferred in to participate in the behavioral intervention program). This is provided through the concept of "Least Restrictive Environment," in which the primary question is how much of this child's education can be provided effectively in the regular ed classroom? Students are provided with pull-out (part-day programming) or segregated (all-day programming) programs based on their educational needs. The goal is to try to have the child participate with the regular educational community as frequently as possible, with a key components being learning effectiveness and student safety. Students are also provided with various therapies (as noted above in pre-school), assistive technology if needed, and parent education and supports through the special education social worker(s) for the school.\n\n4. at age 14 -- Transitional period. Students continue receiving the educational services above, plus the focus starts to change to how the child will live as an adult. A high-school coursework plan is put in place, and it is decided whether the child will work toward a standard diploma (just like the regular education students) or a certificate (for life skills training). Parents are linked to social services for adults as provided by the state and the local/regional community. The child now starts attending the planning sessions, and has a voice in how the committee decides his/her future.\n\n5. Age 18 -- unless the parents have extended their custody of the child through the state (usually done for Mentally Retarded or multi-disabled students), the student now has planning control of his/her education. The parent no longer attends the meetings, unless the student directly invites them.\n\n6. The year of the student's 22nd birthday -- if the student has not earned a standard diploma, the student "graduates" with the certificate indicating participation and learning growth in the individualized program. All services that might still be needed, are provided through state and community organizations, not the schools.\n\nIn New Mexico, the state program for severe and profound adults is called the "Developmentally Delayed Waiver." It "waives" the person's adult
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If you are in the United States, then at age 6, your child should already be receiving services through the public schools.  If you are not in the United States, then I'm not sure what services you can get from your school system. \n\nWhen a child is delayed in speech, it can take a while, even with therapy, for her to start to talk. You must find a reliable, good speech therapist and stay with that person for a couple of years, at least. \n\nSince your child has Tuberous Sclerosis, have they identified any tumors in the speech areas of her brain? How about along the nerve routes to/from memory, language, and symbolic processing centers? This can also contribute greatly to her lack of speech. If her speech area is too severely damaged for her to learn to talk, a communication board may be effective. This is a board with pictures on it that she can point to (better boards actually say something when a picture is pressed) so that she can express herself. Since she points to let you know something, it is a simple matter to have her tap on a picture of what she wants first, and then give her that thing, rather than pointing directly to it. Once again, your school system (if you are in the United States) should provide you with communication boards for use at school (if the IEP team asks for it), and training in their use for her.
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I have a son with mental retardation. (this is a more correct way of describing him rather than "he is mentally retarded").\n\nThrough his school years, he had a few classes with "normal" school kids involved.  These became good friends over the years.  Our school system had special activities which included both "normal" and "disabled" kids in the same activity.  These included a Circle of Friends program (movies, bowling, parties, etc.), Unified Sports (part of special olympics where teams are mixed), etc.\n\nWhy don't you check with your school or community and see what's around?  Check with Special Olympics in your community and see if you and he/her can get involved together.\n\nSet an example for others by being first to spend time with him/her.
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Since you have a learning disability, you will want to make sure you have prepared ahead of time.\n\nHave a list of answers for:\n--How you will organize your classroom.\n--Your "philosophy of education."\n--What is the purpose of special education?\n--How will you work with regular ed teachers?\n--How will you involve parents?\n--Examples of how you will adapt and modify curriculum and classroom environment for different student needs.\n--What tasks will you assign your E.A.?\n--How will you build in state standards and benchmarks for each child's actual grade level while still addressing their developmental level?\n\nAnd so on.\n\nHave someone sit down and ask the questions to you while you practice saying your answers. Also have them ask questions you haven't thought of, to practice mixing and combining your ideas.\n\nGood luck!
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If his score is 60, then he does need special programs to help him learn at school. They should also have done an "adaptive skills" screening. In order for him to be "mentally disabled," he must also have a big delay in learning life skills (such as dressing himself) and/or in social skills and communication.\n\nRemember that, by law, your son will have to be retested every three years.\n\nA person CAN learn to think quicker, and build his/her memory skills. However, a test that is given correctly, and that gets a person to show their top level of skill, is a good measure of how that person will do in school without supports. A person's IQ score CAN change over his/her lifetime, but usually only around 10 points or so. \n\nWith some kids, different testers get very different results. This is especially true with a child who is sensitive to his environment.\n\nThe point here is that whether the score is a "true" one or not, your child is struggling in school. He needs extra help right now to succeed. If you want to get a new test done independently, the school MUST pay for it. However, if the test comes back with him NOT needing special education support, your son will fall farther and farther behind.\n\nThe big question is whether the program they are designing in his IEP fits his needs.\n\nYou will want the following:\n\n--an excellent special ed teacher. Do not just think that because the teacher is certified in special ed, that he/she is a "good" teacher. Ask other parents about him/her. Ask several parents, because every teacher has that one parent who hates him/her....and you want to know if the teacher is generally good with most of his/her students.\n\n--if your son is continuing to be in some activities with the regular ed classes, you need a very open regular ed teacher with excellent skills. You also need a regular ed teacher who is willing to listen to and work with the special ed teacher.\n\n--regular therapies, especially Language therapy with an SLP. If he is "mentally disabled," then communication skills are affected. If he is not seeing an SLP, make a written request for a speech-language evaluation.\n\n--Academic goals that move your son toward the regular ed curriculum. Remember that these goals are what they want to see your son do after one year in the program. A bad goal says, "Student will make gains in reading." A good goal says, "Student will decode and comprehend text at the 1.0 grade level with 70% accuracy, as measured by standardized tests, teacher-made tests, student product, and teacher observation."  Some districts use this, "Student will show measurable gains toward the 2nd grade level in reading decoding and comprehension, etc." which is also OK.\n\n--Modifications that help him learn. Seating close to the teacher, re-stating instructions, "chunking" or task analysis of skills being taught, manipulatives, multi-sensory instruction, etc.\n\n--Does your school/district focus on moving students back into regular ed classes if they gain the skills they need in special ed, or are they "parked" for life? If you are in a district that "parks" kids, you need to move. It means the district, as a whole, does not expect high achievement from your son. If they do have a history of moving kids into regular ed classes as they reach grade-level skills, you're in a good overall program set for your son.\n\nFind other parents with children in special ed programming in your district, and talk about it with them.
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Mentally challenged, how? Do you mean IDEA-defined Mental Retardation (overall slow learner, also with difficulties learning communication and/or life skills)? Or are you looking at someone with learning disabilities (normal intelligence but extreme difficulty with one or more areas of academics)?\n\nIf you mean MR, you should look at the following sites for a better understanding of what MR is about:\nhttp://www.thearc.org/\nhttp://www.aamr.org/\nhttp://www.nichcy.org/pubs/factshe/fs8txt.htm#whatis\nhttp://www.nlm.nih.gov/medlineplus/ency/article/001523.htm\n\nIf you mean Learning Disabled, you should look at the following sites:\nhttp://kidshealth.org/kid/health_problems/learning_problem/learning_disabilities.html\nhttp://www.ldonline.org/\nhttp://www.ncld.org/\n\nAs far as "activities" are concerned, for MR you should look at their mental age (NOT their current chronological age), and their next step in the developmental ladder. For instance, a 15 year old with the mental age of a 5 year old will be attracted to activities and games targeting kindergarden/first grade level.\n\n"Activities" for LD kids are the same as for their same-age peers, with modifications to support them if academic skills are needed. A 15 year old with LD in reading/writing, would be interested in any activity the other 15 year olds are doing. However, if there are written instructions, he/she would need the directions read to him/her.
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Your question does not tell us where you are or what age child?  Therefore, the following information may or may not be useful for you.\nCheck out the Illinois school at the first website listed below.  The second site is for a school in New York.  Both of these have scholarships for students. Try typing Oral deaf education in ___ ( name of your state) in the search engine and see what comes up. \nAlso, I have a video series  called Dreams are Spoken Here about Oral Deaf Education.  It was free at the time I got it several years ago.  The phone number listed was 1-877-ORALDEAF.  The third website is for the organization for oral deaf education.  It has a lot of links and information.  Good luck.
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First look at the department of education website for the basic rights for your state.. Here is the one I found that should take you right to special education... www.cde.ca.gov/sp/se/  Another site to check out is wrights law - I refer to this site almost daily! www.wrightslaw.com   Wrights law is so informative you will not only find information about speal needs, but also resources for your specific state and Plenty of info on the individual education plan (IEP) and helping to create the best education plan possible.
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Cubaaaaaaaaaaaaaaaaaaaaa missouri , nice ok, I think your best bet is \nto Project ACCESS\nA professional development initiative funded by DESE.\nProject ACCESS is a repository of current autism literature and training.  Created in 1985, it was (one of) the first state resource centers for autism in the nation.  Project ACCESS' mission is to assist DESE in meeting the goal of educational opportunity for disabled children and youth, by implementing activities designed to be helpful to Local Education Agency (LEA) personnel in providing appropriate services to young people with autism and pervasive developmental disorders, as well as others exhibiting behaviors characteristic of these disorders. In order to enhance the overall quality of life for persons with developmental disabilities, Project ACCESS will collaborate with the agencies of the Missouri Department of Mental Health and the Missouri Department of Health on projects directed toward that goal. Project ACCESS personnel and publications are dedicated to providing cutting edge, effective training and information to educators, care-providers, and others in the state of Missouri.  Project ACCESS' mission also includes the provision of various levels of training for field practitioners and parents.\n\nProject ACCESS Services Brochure\n \n\n--------------------------------------------------------------------------------\n \nMissouri Autism Consultants (MACs)\nMissouri Autism Consultants (MACs) are available for school districts that wish to have on-site consultation regarding programmatic questions for students with autism. Districts wanting this service may call Project ACCESS at 866-481-3841 to begin the process.\n\nMissouri Autism Consultants have been trained by Project ACCESS in the philosophy of viewing the whole child and his or her environment and structuring a program that fits both the child and the school district.  They have all completed, at minimum, the Missouri Autism Institute and three days of Project ACCESS consultant training.  Most have completed even more extensive training and all are experienced in working with students with autism in the schools. \n\n--------------------------------------------------------------------------------\n \nConsultants for ABA/DTT\nDuring the 2004-05 school year, additional consultative services for Applied Behavioral Analysis and the Discrete Trial Training methodology will be available throughout the state via approximately 30 ABA/DTT Consultants . These individuals currently are completing a rigorous course of graduate study through DESE scholarships at the Pennsylvania State University on the principles and application of behavior analysis for children with disabilities.  http://dese.mo.gov/divspeced/EffectivePractices/ABApage.html \n\n--------------------------------------------------------------------------------\n \nAutism Center at the University of Missouri-Columbia offers quality diagnostic services and works with a variety of existing agencies.  Using a multidisciplinary approach, the center is designed to provide medical, psychometric, and nutritional support services to affected individuals and their families in conjunction with existing services.  The center will provide diagnostic evaluation and medical therapy for all autistic patients referred by the Missouri Autism Project, the Judevine Center, other physicians, healthcare agencies, parents and schools.  The center is funded in part by the Missouri Department of Mental Health.  http://www.genetics.missouri.edu/Autismhome.htm \n\n--------------------------------------------------------------------------------\n \nAutism Information \n\n--------------------------------------------------------------------------------\n \nAutism Conferences  NEW! \n\n--------------------------------------------------------------------------------\n \nInformation on Behavior Analyst Certification\nThis site provides National certification standards, how to become certifi
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Try your state department of education.  This should be public information.
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I don't know, I live in FL and teach children with autism, but if I were you, I would check out the chamber of commerce.  Also, the following websites my be able to help you.  Good Luck
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yep start with your state department of education or a counselor at your local school.
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There is a camp called Camp Dixie in Alabama.It is really good and they have programs for younger kids too.
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I am the parent of a child in special education.  A very useful website for laws about inclusive education is www.wrightslaw.com they have a lot of information.
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I would try the school. They should have given you a parental rights book when he was enrolled in the program. I lived there in Oklahoma previously, my brother went to Putnam City High school. They had a good program also, but I know you live in Norman. But check with the school and find out what programs they offer for special education. They should tailor the program to fit his needs.
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Unfortunately, you are living in a country where there is little help for children in your daughter's situation.  You may want to seek help from LD Worldwide. http://www.ldam.org/contact/index.html\nhttp://www.abainternational.org/sub/membersvcs/journals-pubs/newsletter/vol263/meast.asp\n\nHelping a child with a learning disability to learn effectively really does take specialized training. That is why in countries like the United States and Britain, specialized teachers earn advanced degrees in teaching children with special needs...even professional teachers with "standard" training have great difficulty in helping these students.\n\nFor now, as a Mom, here's what you can do.\n\nIn Math, practice counting all sorts of things with your daughter, grouping things in different ways, etc. For instance, when you are cooking, ask her for 3 eggs, and then 2 more eggs, and then count them together to find that you now have 5 eggs. Every chance you have, doing anything at all, where you are working with more than one thing, make counting and grouping with her a part of what you do.\n\nFor her handwriting, she needs Occupational Therapy. A good program you can try at home is "Handwriting Without Tears." Read the program book carefully, do not skip through it, and take it one item at a time. http://www.hwtears.com/  In my school we use it all the time as a support for the work our Occupational Therapists are doing with the students like your daughter.\n\nYour daughter does have one big advantage... a Mom who cares enough and is smart enough to try to find her help.
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http://www.autismtoilettraining.com \nI have not looked at the site myself, but it came up on an ad for something else I was looking at, hopefully it will help! I had my autistic son completely out of diapers by the time he was 27 months old, but your situation is more normal with autism. It just happened that Tim was oversensitive to sensory input, so he HATED wearing wet underwear. I don't know how much of this will apply to you, but I'll tell you what I did anyway. Everyone on here that said to be really consistent with a reward system is right on target, that's about the only way to get through an autistic brain, and the sillier you are, the better! Find a treat that he really likes and by a bag, and only use it for potty training, no other time. Skittles was what we used. He got three skittles for sitting on the toilet and I spaced them out so that he was sitting for about five minutes. NO pullups or diapers during the day at home, only underwear, and I ran water in the sink while he was sitting. If he actually did something, he got another skittle, and we made a huge deal out of it! Then, he got one sticker put on a chart for sitting and one for going. If he doesn't go,then he still gets SOMETHING just for cooperating with you. I took him as soon as he woke up and every hour after that, and I asked him all through the day if he had to go. That's all you can really do, unless the link I sent you to has other ideas. Hope this helps! I do my own therapy with him, he's never seen a professional, and he is doing WONDERFULLY. I will be homeschooling him, and we're officially starting pre-school next month. We spent last year just working out behavior problems so that we could focus on academics this year. Contact me if you just need to vent!