The Sidney herald., 1960-08-03
second of a Series of Articles
Identification

II is not possible to identify re-
tarded children soley by observa-
tion The history is far more
reliable than the outward appear
ance. The following conditions, if
pronounced, may warrant an
inquiry.
Young Children
Delayed teething, walking, talk
ing.
Lack of inquisitiveness and
desire to investigate.
Persistence of infantile habits
beyond the age when they are
usually dropped.
Older Children
Slow progress in school, not
explained by other factors.
Inability to follow simple direc-
tions.
Preference for playing with
younger children.
Adults
Failure to have made average
progress while in school.
Difficulty in keeping employ
ment.
irresponsible, childish behavior
Inability to comprehend ordin-
ary conversation.
Inability to see significance o-
Situations.
If a doubt arises as to the men
tai condition, the matter should
be investigated before any plan.
are made. A thorough examina
ton by specialized personnel i
the only reliable means of doins
this.
First Steps
1t is nearly everywhere possiIbl
to secure a reliable diagnosis a
little or no cost, from such agencie
as state or city department o
health, mental heygiene, or educa
ton. The larger school system
maintain their own diagnostic ser
vice. Many private hospitals hav
out-patient mental clinics.
The standard mental examina
tion requires study of the patier
by trained personnel, including
psychiatrist, psychologist and
social worker. A physical exam
ination is also made. The mothe
or a near relative should accom-
pany the child to the clinic
explain the family background
personal history, and education;
progress.
Recommendations are usual
made in three fields, physical, edl
cational or vocational, and socia
These recommendations will guic
the plans for medical treatmen
school, home care, institutionaliZ;
: ton or employment. The record
! the examination is confidential.
If diagnosis is always the fir
step, the second is almost alwa.
to put the child into good physic
; condition. Because it is impossib
l to free him of the mental handle;
; there is all the more reason f
y seeing that he is not burdened
i remediable physical defects.
{ another reason were needed,
would be that unfavoraIble phys
> cal conditions may make it diff
cult for the child to utilize his fl
u capacity. A child that is serious
undernourished, for example,
e seldom able to function on l
e highest mental level.
IS Objectives
The results of examination 81
e a good idea of what can be expe1
d ed. The general objective is 7
e to reach any one goal, but to he
t. the child realize his full capaciti
whatever they are. The goal
n cludes the social qualities tt
e lead to happy living.
n 1. School
,e A retarded child can not sat
d factorily complete the gramn
te grades, and it is not advisable
is keep him at school work beyo
If his ability. He is able to lea
but needs a different kind
teaching and a slower pace tn
u that of the regular classroom.
a 2. Work
- The retarded, as a rule, do b
- at unskilled labor. In most ca
= all that can be hoped for is part
~ ~ self-support, but there are ma
~ exceptions, and occasionally
mental defective is entirely Sc
~ supporting. The degree of retar
III | tinn ROUGHLY determineS ACHE