PUPILS WITH MILD GENERAL LEARNING DISABILITY

1. PREVALENCE:

It is estimated that 1% to 1.5% of the school population have a mild general learning disability.

2. NATURE OF THE DISABILITY

Pupils with mild general learning disability have significantly below-average general intellectual functioning, associated with impairment in adaptive behaviour. This may be reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment. In school, they have general learning difficulties which prevent or hinder them from benefiting adequately from the education which is normally provided in ordinary classes for pupils of the same age. Their limited intellectual ability may be manifest in delayed conceptual development, slow speech and language development, limited ability to abstract and generalise, limited attention-span and poor retention ability. Some may display poor adaptive behaviour, inappropriate or immature personal behaviour, low self-esteem, emotional disturbance, general clumsiness, lack of co-ordination and poor gross and fine motor skills. A minority may also have varying degrees of hearing or visual impairment. Insofar as an Intelligence Quotient may be used as an indicator of mild general learning disability, such pupils would lie within the I.Q. range 50 - 70. It is important to emphasise that "they are capable of achieving vocational and social adequacy with proper education and training but will need support and guidance when under serious social or economic stress". (Report on the Crisis of Unemployment: National Association for the Mentally Handicapped of Ireland 1986). The UNESCO publication "Terminology of Special Education" (1983) states that many functioning at this level "may, maintain themselves independently or semi-independently in the community "

3. SPECIAL EDUCATION NEEDS

Pupils with mild general learning disability need a curriculum adapted to their learning needs and capacities, a variety of appropriate teaching approaches and methods, specialist assistance and teaching equipment and individual or small group instruction. They also require concrete materials and aids to assist in learning, special attention paid to the development of their language and communication skills, specific programmes for social and personal development, including all aspects of health education and an emphasis on functional literacy and social mathematics. Such pupils should also be offered programmes with an emphasis on pre-vocational skills and life-skills, Home Economics, including cookery and housecraft, physical education, sport and leisure activities as an essential part of preparation for adult life, art/craft and practical activities, both for their own intrinsic value and as activities which foster social and personal development. They also need stable relationships with and support from a variety of adults and exposure to and integration with community outside the home and school. The regular diagnostic assessment and review of progress on an individual basis are essential to ensure the timely identification of areas of difficulty and the taking of such remedial action as may be required, so that each pupil can be enabled to develop in accordance with his/her potential.

4. PRESENT EDUCATIONAL PROVISION

Specific provision for pupils with mild general learning disability is made: (a) in 31 Special Schools with a total enrolment of 3,289 ; (b) in 155 Primary School special classes with a total enrolment of 1,860; (c) in 48 Post-primary School special classes, having an estimated total enrolment of about 600; (d) through the 7 Primary and 12 Post-primary School Resource Teachers. The group of pupils availing of these special educational services spans a wide range of ability. This can extend from a small minority functioning at the moderate level of ability. It also includes pupils having a great variety of aptitudes, talents and interests. While some pupils may experience difficulty in mastering even the most rudimentary skills, a small minority in certain situations are capable of taking a number of subjects in Junior Certificate post-primary courses to examination level.

5. VOCATIONAL TRAINING AND POST- SCHOOL PLACEMENT

The curriculum for senior classes in most special schools and many post-primary special classes for students with mild general disability includes Vocational Training, generally involving work-experience. Some of these schools have access to the services of the National Rehabilitation Board's Vocational Officers, though this service is not available to all schools. These officers act as assessors, monitors and advisors in relation both to work-experience during the senior school years and to placement in further post-school training. This training is currently provided for some school -leavers in vocational training centres and workshops run by local voluntary bodies or by the Rehabilitation Institute (N.T.D.I.). SOURCE: Report of the Special Education Review Committee (Dept. of Education, 1993).