Academics are a part of every mental retardation classroom environment. Mentally retarded students engage in academic activities that help them to acquire fundamental reading, writing and arithmetic skills in a practical manner that relates these skills to real life uses. A sample teaching curriculum for a special education department can be found online at the following URL: Teaching Curriculum
All academic skills are presented in accordance with an individual's level of functioning, as outlined in their IEP. Two categories of academic skills are typically taught: basic and functional academics. Functional reading, also referred to as "survival reading," focuses on helping students learn to read street signs, menus, and grocery lists - in other words, understanding information related to meeting basic needs and safety functions. Basic reading skills, on the other hand, are designed to encourage a more general reading fluency.
Reading instruction focuses on teaching functional comprehension of words that are relevant to the students' everyday lives, and which refer to objects and activities present in their environments. As is the general case, language instruction goals and methods are adjusted on an individual basis according to each student's individual education plan. More impaired students might be taught basic words needed for functioning in everyday situations, such as how to recognize a stop sign. Higher functioning students, on the other hand, might be introduced to more complex language concepts, such as figurative language and rhyme, and helped to appreciate stories or poems.
Writing and math skills are also incorporated into the curriculum and taught with similar individual adjustments for student's functional levels to help them master practical life tasks such as signing checks, filling out job applications, counting money, taking measurements, and telling time.
The typical academic curriculum also incorporates social skills training and practical learning. Social skills help students navigate through social situations, maintain meaningful relationships, and thrive in the work environment. Students are also commonly helped to learn details about their home and work environments, and taught skills necessary to function as independently as possible in those environments.
Again, this is all done in accordance with their degree of functional impairment. For example, mildly retarded students might be taught how to follow recipes and perform basic cooking tasks. Moderately mentally retarded students might be taught how to choose items in a store from a grocery list. Severely mentally retarded students might simply be instructed to use words, gestures, or pictures to communicate hunger.
