DEFINITION
Intelligence can be defined as "goal-directed adaptive behavior". When cognitive ability alone is used as a measure of intelligence, existing impairment can be assessed independently. Such a situation may be due to physical effects, behavioral problems, educational difficulties, or lack/absence of life skills. When social adaptation is taken as a criterion, it must be distinguished from a mental disorder, a specific learning disability, or social adaptation problems arising from other reasons.
INTELLIGENCE FUNCTIONThis is a complex topic. Intellectual function is the ability to learn and benefit from experience, to think logically to adapt to new situations.
Jean Piaget was the first to describe the development of intelligence. Piaget argues that children's mental functions differ from adults, their qualities are different, and their degree changes with the child's age and experience.
According to Piaget's definition, children under the age of 2 solve problems through "sensory-motor processing". These are largely testing attempts and are made with motor activity provided by sensory feedback. After the age of 2, although children develop rapidly, they still cannot find a solution by thinking. In the "preoperational period" between the ages of 2 and 7, children use objects as symbols of other things. They lack the mental grasping process necessary for the preservation of objects. Here the child perceives without logical operations. An example of this is that if the same amount of water is placed in containers of various sizes, the volume of this water is perceived as different amounts. In the “concrete operational period” covering the ages of 7-11, logical thinking begins, the conservation principle is understood, and mental symbols of behavior are acquired. It is during this period that the child grasps the differences, acquires the ability to classify, and learns some basic rules that help him adapt to his environment. However, even in this period, the ability to think is primitive; Abstract concepts are used as they are memorized. The “formal operational period” is the period that begins after the age of 11 and when logical thinking reaches adult levels. In this period, all the problems of an adolescent can consider possible solutions. Uses abstract rules. Formal thought is rational and systematic. This period is the last stage of cognitive development.
In the light of this information, there are many methods used in the evaluation of mental retardation. These evaluations often include cognitive, developmental, daily living activity evaluations and quality of life evaluations.
EPIDEMIOLOGY
While mild mental retardation is found to be high in low socioeconomic groups, it is low in high socioeconomic groups. The rate of severe mental retardation is less affected by socioeconomic status. The main reason for this is that severe mental retardation is mostly caused by organic factors. On average, 75% of those identified as having mental retardation are children or adolescents. Other Accompanying Disabilities
In the field of motor development; Physical and sensory retardation is frequently encountered in these children. For example, they cannot hold their heads in time, sit up late, and walk late. In addition, these children may have hand-eye, hand-foot coordination deficiencies, balance problems, and deficiencies in fine hand skills. In the field of mental development; It is difficult for these children to learn and it takes time. Attention spans are short and scattered. Inability to pay attention to details in a job, being easily distracted by external stimuli, and difficulty maintaining attention in a task or games are common. They cannot easily understand and follow instructions. They experience problems in auditory and visual perception.
In the field of language development; There are language and speech problems, and voice and articulation disorders are more common than normal children. In the field of social and emotional development; These children are deficient in adaptive behaviors that play an important role in a person's adaptation to society. Because they have difficulty expressing their feelings and thoughts and often experience a feeling of frustration, they may sometimes show extreme reactions (such as breaking down, shouting, aggression towards themselves or others). They prefer to play with children who are younger than themselves. Prefers to be dependent on others in social relationships They do.
All these deficiencies negatively affect children's mental retardation and their independent living skills. As in the education of all individuals, the aim of the education of MR individuals is to enable them to continue their lives without being dependent on others in the future, to become self-sufficient and to integrate with society. Achieving this goal is possible by determining the educational needs of the individual, taking into account his individual differences and what he can do, and providing educational environments appropriate to his needs.
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