The Effects of Education on Mentally Handicapped Children

Until the 1970s, mentally handicapped children were often placed in group homes or were kept at home by parents who had no alternative. Mandates that led to the inclusion of the mentally handicapped have also spurred changes in how society views and treats this segment of the population as opposed to 50 years ago.

History

The attitudes reflected in a study conducted by the Minnesota Department of Education in 1953 reflect the attitudes of society at the time. Mentally disabled children were all lumped into a category called "mental retardation," although at the time, many children were likely autistic or suffering from another mental handicap. A study done of children who were taught basic social skills by teachers did not offer parents much hope. According to the study, although some students showed improvement in social skills and academic achievement, most did not.

Special Ed & Inclusion

Inclusion, having mentally handicapped children in classrooms with children who function at normal levels, is still a controversial topic more than 30 years after the passage of the Section 504 of the Rehabilitation Act of 1973, which provided for federal funds to educate handicapped children. As more handicapped children entered the public school systems in the 70s and 80s, the goals were to teach the children social skills and basic life skills which would help them become more independent.

The Effect

Many mentally handicapped children struggle with their academic skills, but most seem to thrive socially because of their education. Special education helps students learn basic skills, such as how to handle money, everyday manners and hygiene. This allows some to be independent and live on their own after their education is completed, easing the burden on parents who often struggle with the question of what would happen to their children after they die.

Success Stories

Vanderbilt University in Nashville issued a qualitative study about the effects of a disability on Tennessee families. Brooke, a 7-year-old girl suffering from epilepsy, made great improvements since beginning her education as a kindergartner. According to the study, she learned to write all her letters and her name. In the same study, the parents of Kelly, a 36-year-old woman with cerebral palsy, wished their daughter could have stayed in the educational system past the age of 22 because of the positive effects it had on her social skills.