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Mental Retardation and Therapeutic
Riding
Reprinted from NARHA
Strides magazine, January 1997 (Vol. 3, No. 1)
People with mental
retardation are those who develop at a below average rate and experience difficulty
in learning and social adjustment. The regulations for the Individuals with
Disabilities Act provide the following technical definition for mental
retardation:
"Mental
retardation means significantly subaverage general intellectual functioning existing
concurrently with deficits in adaptive behavior and manifested during the
developmental period that adversely affects a child's educational
performance."
"General
intellectual functioning" typically is measured by an intelligence test.
Persons with mental retardation usually score 70 or below on such tests.
"Adaptive behavior" refers to a person's adjustment to everyday life.
Difficulties may occur in learning, communication, social, academic, vocational
and independent living skills.
Mental retardation is
not a disease nor should it be confused with mental illness. Children with
mental retardation become adults; they do not remain "eternal
children." They do learn, but slowly and with difficulty. Probably the
greatest number of children with mental retardation have chromosome
abnormalities. Other biological factors include (but are not limited to):
asphyxia (lack of oxygen); blood incompatibilities between the mother and
fetus; and maternal infections, such as rubella or herpes. Certain drugs have
also been linked to problems in fetal development.
Many authorities agree
that people with mental retardation develop in the same way as people without
mental retardation, but at a slower rate. Others suggest that persons with
mental retardation have difficulties in particular areas of basic thinking and
learning such as attention, perception or memory. Depending on the extent of
the impairment -- mild, moderate, severe or profound -- individuals with mental
retardation will develop differently in academic, social and vocational skills.
From Mental Retardation
Fact Sheet, National Information Center for Children and Youth with
Disabilities, 800-695-0285.
Medical
Considerations for Therapeutic Riding
By Liz Baker, PT,
Medical Committee Chairman
There is great variety
in abilities, motivation and functional life skills within the group of people
diagnosed as mentally retarded. In fact, "People with mental retardation
are as different from one another as are people without mental retardation--perhaps
even more so." This is a consideration for the therapeutic riding program
and its staff planning to serve this population; it is arguably easier to plan
for riders who have similarities rather than so much diversity! Careful
information gathering and planning can smooth the way to a rewarding experience
for all concerned.
While the horse has no misguided preconceptions about MR, many people do.
People with MR live with a label that does not take into account their
abilities. How we are labeled greatly affects how we are perceived, and
therefore how we are treated, by others. The first challenge for the
therapeutic riding center, therefore, is to educate itself about current
concepts in MR. In doing so, operating center staff will lose their own
misconceptions and gain an appreciation for this remarkable group of
individuals, who have helped to lead the upheaval in our society that resulted
in the Americans with Disabilities Act, our guarantee of equal rights and equal
opportunity for people with disabilities. Helpful resources in this area are
the local or national Arc (formerly the Association for Retarded Citizens) and
the many publications of the President's Committee on Mental Retardation.
Most people with mental
retardation grow up and live at home with family. However, large congregate
living centers (institutions) for the mentally retarded and/or physically
impaired have also been common. Over the past thirty years, our society has
recognized that these institutions are exclusionary--that is, large living
centers segregated people with MR away from the mainstream of society. Thus,
result has been gradual closure of such large facilities. Inhabitants have been
moved into small group homes or shared apartments, with a variety of supports.
Some people originally placed in an institution have been able to learn to live
independently. The move to community living is a reflection of the current
philosophy of inclusion throughout the life span for people with MR. Thus, when
the therapeutic riding center considers serving people with mental retardation,
it is very likely to have groups of consumers living nearby in its own
community who are probably looking for interesting recreational opportunities.
Although mental
retardation does not imply other impairments, there are many diseases and
syndromes which cause mental retardation and associated problems. The problems
can be as varied as abnormal muscle tone, heart problems, vision or hearing
loss, stereotypical behaviors, mental illness, and others. Thus, the therapeutic
riding center's intake information from the individual with MR, the family or
home support staff, the physician, and other health care providers is helpful.
This information can establish the abilities and needs of the potential rider.
Although it is normal for the center to initially screen potential riders,
remember that among people with MR there is tremendous diversity of skills and
abilities, so this initial information regarding the person's cognitive,
physical and mental health/behavioral abilities becomes even more important. It
is not the diagnosis "mental retardation" itself that will be helpful
to the instructor; it is other information, such as ability to walk,
communicate, interact appropriately with others, breathe independently, learn
new skills, and others. Keep in mind that mental retardation
is defined as "substantial limitations in present function.....It is
characterized by significantly sub average intellectual functioning, existing
concurrently with related limitations in two or more of the following skill
areas: communication, self-care, home living, social skills, community use,
self-direction, health and safety, functional academics, leisure and
work." (AAMR, 1992). Note that mental retardation is to a great
extent described in terms of how you are able to function in your normal
environment; it is not simply intellectual ability. When considering how to
best serve a person with mental retardation, it may be helpful to ask how the
individual functions in some of the areas listed above.
Another consideration
is a screening or an evaluation by an appropriate health professional. For
example, if the intake information clearly shows that the potential rider walks
independently, has good sitting balance, but has a psychiatric diagnosis and a
history of poorly controlled behavioral outbursts, the therapeutic riding
instructor may need additional information as to the current behavioral
management plan for that rider at home or work. Additionally, the instructor
may need to consult with a mental health professional as to how to best
implement a safe riding program in this situation, consistent with the
individual's needs and goals outside of the riding program.
Through the initial
evaluations/screenings and intake information, the rider and the center staff
can determine which, if any, health professionals should be involved. In any
case, the rider should be an active part of the decision-making process as to
the program goals and what type of program is most appropriate. Horse care and stable
management should be included if at all possible, as many activities in these
areas can be directly compared to human concepts and activities pertinent to
the rider. For example, horses eat, and their nutrition is important; they and
their environment need to be kept clean; they need regular exercise; they have
friends, opinions and moods.
Teaching techniques may
vary, accommodating the abilities of the rider with MR. However, it is
generally appropriate to teach in concrete terms that the individual understands.
The words and concepts most familiar to the rider are those that relate to his
own everyday life, environment and activities. Often the act of riding is so
motivating to the individual that new activities and concepts are learned at
the riding center and carry over into everyday life.
In planning and
providing a therapeutic riding program for a person with MR, "it is
ability, not disability, that counts." The riding center is a wonderful
opportunity for persons with MR to learn, grow, and become more fully members
of their community. Where possible, the rider with MR should participate in an
integrated, inclusive riding class. If the rider becomes ready to move beyond
the realm of therapeutic riding, to progress to a quality local riding stable,
or even having his own horse, the operating center should responsibly encourage
this and recognize it as the significant achievement it is!
References: "The
Journey to Inclusion: A Resource for State Policy Makers". Publication of
the U.S. Department of Health and Human Services, Administration for Children
and Families, 1995.