Making a Change for the Better

What do you think of when you hear the words "mental retardation?" A low IQ score? Slow speech or motor skills? Maybe specific conditions like Down syndrome or Autism? A playground taunt?

Historically, the term "mental retardation," or "MR," was widely accepted as an appropriate label for individuals who exhibited a pattern of persistently slow learning of basic motor and language skills during childhood, and a significantly below-normal global intellectual capacity as adults. Over the past 30 years, however, gradual evolutions have warranted a significant shift in how and whether individuals with certain disabilities are labeled at all.

Traditionally, being "retarded" meant that individuals experienced a deficit, that they were lesser in some way--a mindset that went against the very idea of equality. Over time, people with the MR label began speaking for themselves, citing the demeaning and pejorative nature of the term. Research about people with the MR label clearly demonstrated the lack of an upper ceiling when it came to individuals' abilities, capabilities, and talents. And when effective instruction techniques were used in inclusive education, the line between what could and couldn't be taught to students with disabilities was permanently blurred. In response to this research and a general shift in attitudes toward people with disabilities, national disability organizations saw the need for a language overhaul. In place of MR, these groups took up the phrase "intellectual and developmental disabilities," or IDD, as the preferred term.

In 2005, the NH Department of Education (DOE) established a task force to address the IDD language change for NH special education teacher competencies and certifications--a group which included the IOD's own Cheryl M. Jorgensen, Ph.D. After several months of reworking and redrafting, the new language for special education teacher competencies and certifications was approved by the NH DOE's Professional Standards Board. The exact language must now go through the NH "rule-making" process before being passed by the legislature and signed into law.

Dr. Jorgensen notes that getting to this point was a long process, and there is still a considerable amount of work to be done to bring about the end of the MR label. "Overall, there is still a disconnect on the state and national levels with respect to this language change," said Dr. Jorgensen, "and there probably won't be any change to the national law for another five years or more. At this point, individuals with intellectual and/or developmental disabilities must still be formally diagnosed with MR in order to receive the appropriate services and supports. Although real change in attitudes toward people with disabilities requires more than just changing our language, removing MR from our NH special education teacher certification system is a good step in the right direction."

For more information on the UNH Special Education Teacher Certification in Intellectual/Developmental Disabilities, contact Cheryl M. Jorgensen, Ph.D. at 603.862.4678 or e-mail cheryl.jorgensen@unh.edu.