I. 1. The text you are going to read is dedicated to the classification, causes and characteristics of mental retardation. What do you already know about it?

2. Pay attention to the terms in the text:

mental deficiency – умственная недостаточность;

to define – определять;

sub average – ниже среднего;

general intellectual functioning – обычное интеллектуальное, умственное развитие;

to originate – происходить из ч.-л.;

severely retarded – сильная степень умственной отсталости;

self-care skills – навыки самообслуживания;

mildly retarded – средняя степень умственной отсталости;

mental age – возраст развития головного мозга, интеллектуального развития;

grade – класс (шк.);

moderate – средний, умеренный;

academic subjects – предметы, дисциплины обще-гуманитарного цикла;

to confine – предопределять, закрывать в замкнутом пространстве;

to suspect – подозревать;

x-ray exposure – воздействие рентгеновских лучей;

incompatibility – несовместимость;

Rh blood – резус-фактор крови;

traits – попытки;

nutrition – кормление;

measles – свинка, паротит;

tumors – судороги;

glandular disorders – частые простудные заболевания, дисфункция лимфатических узлов горла;

exposure to toxic agents – воздействие токсичных, отравляющих веществ;

oxygen supply – доставка кислорода, наличие О2 в воздухе для дыхания;

chicken pox

whooping cough – коклюш;

to contribute to smth. – вносить вклад;

step-by-step directions – пошаговые инструкции;

attainable goals – достижимые цели;

to be persistent and consistent – быть последовательным и верным своему слову.

II. 1. Find English for:

- согласно ч.-л.;

- основные навыки самообслуживания;

- степень умственной отсталости;

- обучаемые;

- воспитываемые;

- наследуемые от родителей;

- повышение температуры;

- травмы, повреждения головного мозга;

- навыки физического развития;

- вторичные заболевания;

- ставить достижимые цели.

2. Read the text:

According to the American classification of mental deficiency, mental retardation is defined as sub average general intellectual functioning that originates during the developmental period (prenatal to 16 years) and is associated with impairment in adaptive behavior.

There are many degrees of mental retardation. Persons who are severely retarded are able to learn only the most basic self-care skills. Those who are mildly retarded are able to learn so much that, as adults, some are no longer identified as being retarded. Three common classifications used include:

- Mildly (educable) – mental age 8-12; learn to approximately 6^th grade level;

- Moderately (trainable) – mental age 5-8; cannot learn academic subjects in school;

- Severely (profoundly) – many require life –long care and supervision and are often confined to institutions.

Not all the causes of mental retardation are known; however, more than 200 have been identified, and many others are suspected. The known causes can be placed into five categories:

Genetic irregularities – for example x-ray exposure, incompatibility of genes inherited from parents, Rh blood factor incompatibility, Down`s syndrome, error in metabolism, or recessive genetic traits;

Pregnancy complications - for example poor nutrition, German measles, tumors, glandular disorders, infections, exposure to toxic agents, or radiation;

Birth Problems - for example premature birth, too rapid birth, prolonged birth, or any circumstance that reduces the oxygen supply to the infant`s brain;

Post Birth Situations - for example childhood diseases, especially in the very young (chicken pox, measles, meningitis, whooping cough); high fevers, severe injuries to the brain, lack of certain chemicals in the blood, or glandular imbalance;

Environmental factors - for example being born and reared in a deprived environment where there is little opportunity to learn; or serious emotional problems.

II

A mentally retarded person is slow to learn and may be slow or limited in the development of physical skills. Additionally, physical handicaps may be present, such as speech impairments, visual impairments, hearing defects, or epilepsy. Because these secondary handicapping conditions are common among people with mental retardation, this does not mean that individuals who have a speech impairment or epilepsy are mentally retarded.

It is often thought that it takes a certain kind of person or an individual with special education to work with people who are retarded. The fact is that anyone who is patient and kind and who has a sincere interest in working with people can be successful. As a volunteer, you can contribute greatly to the happiness and accomplishments of individuals who have mental retardation.

One of the most important things to remember when teaching an individual with mental retardation is to break down the skill or project being taught into small tasks. This is called task analysis. A woodworking project provides a good example. If an individual is not successful at completing the tasks it may be that the task being taught is not broken down far enough. Give simple step-by-step directions, and repeat it to be sure that it is understood. Task analysis will help not only his students, but it will also help the leader be well-organized and successful. Establish realistic, attainable goals, and allow plenty of time for achieving them. It may take several months to teach a new skill. Concentrate on concrete ideas and skills. Children have problems with abstract concepts. Be patient, persistent and consistent. Provide warmth and acceptance. Recognize each individual`s potential to grow, learn, and develop. Promote a sense of security through a smile or by providing a word of praise. Demonstrate. Showing is often more effective than telling. Use a combination of two. “Tell me something a hundred times, and I may still not fully understand what you want me to do. Show me what you mean, demonstrate clearly and slowly, just once or twice and I will be close to the goal”.

The Intelligence Quotient (IQ)