Mental Retardation, Sociocontextual Influences in Adulthood

Levels of Mental Retardation and Skill Acquisition in Adulthood

Family support, appropriate educational environments, and opportunities for work or recreational activities help individuals with mental retardation thrive. For example, children and adolescents classified with mild mental retardation can acquire the social, communication, and academic skills (up to 6th grade level) that may allow them as adults to live and work independently in the community with appropriate supports. Adults with moderate mental retardation may be less academically and socially prepared for independent functioning, but with training many are able to work and live in supervised community settings with needed supports. Adults classified with severe mental retardation who typically show delayed milestones in childhood and later develop simple self-care skills may be capable in their adult years of performing simple work tasks in highly supervised settings and generally adapt to community living in small group residences with supports. Adults with profound mental retardation are more substantially delayed and often experience significant lifelong sensory and motor impairment and limited self-care skills. The most favorable level of development for adults classified at this level can only be realized with consistent supports in highly supervised structured contexts, whether in day treatment–type programs or in group residences (APA, 2000; Jacobson & Mulick, 1996).

The Daily Life of Adults with Mental Retardation

The everyday life experiences of adults with mental retardation in contemporary American society are comparable in many ways to those of their nondisabled peers. To the best of their level of ability, adults with mental retardation are living in community settings, some independently, some with supports. Many have gone from sheltered workshop environments to competitive employment and supportive vocational settings. Others are receiving training in day habilitation programs in preparation for work in less restrictive environments. Most adults with mental retardation participate in community activities and experience social relationships with family and friends. Some are married, and some, with assistance, are even raising children of their own. At no other time in history have such a large number of adults with mental retardation, regardless of their level of impairment, enjoyed such a wide array of age-appropriate life experiences.

Influences on Positive Development

The newfound growth and independence of adults with mental retardation is attributed in large measure to shifting societal values and expectations and the inception of public policies and social programs begun more than three decades ago. Historically, it was believed that persons diagnosed with mental retardation could not learn or contribute to society. Labeled as “feebleminded” or “mentally defective,” they were segregated from the general population and subjected to custodial-type care in large, overcrowded, state-operated institutions with little concern for their [Page 720]cognitive and physical development, health, safety, or emotional well-being.

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