GENERAL PURPOSES OF THE PROGRAM
With this program, individuals;
1. Gaining independent life skills,
2. Gaining self-care and daily life skills,
3. Developing psychomotor skills,
4. Improving their language and speaking skills,
5. To improve their oral and written narrative skills,
6. To develop social and social cohesion skills,
7. They are expected to improve their cognitive readiness skills.
Mentally Incompetence Individual:
It is the individual who differs in terms of mental functions under two standard deviations of the average, accordingly, has deficiencies or limitedness in conceptual, social and practical adaptation skills, these characteristics appear during the development period before the age of 18 and need special education and support training services.
Individual with Mild Mental Insufficiency:
Due to the slight lack of mental functions and conceptual, social and practical adaptation skills, the individual who needs special education and support training services at a limited level is defined as such.
Individual with Moderate Mental Insufficiency::
Due to the limits in mental functions and conceptual, social and practical adaptation skills, the individual who intensively needs special education and support training services in the gain of basic academic, daily life and work skills is defined as such.
Individual with Severe Mental Insufficiency::
Due to their deficiencies in mental functions and conceptual, social and practical adaptation skills, they are defined as individuals who need consistent and intensive special education and support training services in all areas of life, including the teaching of self-care skills.
Characteristics of Individuals with Mental Insufficiency
Caution:Attention problems are common in those with mental insufficiency. A significant part of the learning problems of individuals is due to attention problems. In general, they are distracted and short-lived.
Memory:Many individuals with mental insufficiency have difficulty remembering. Their visual and audio perceptions are poor. The most important problem they have with memory is that they experience the information they learn from short-term memory to long-term memory. They have difficulty generalization, they may have difficulty grouping the information they earn by relationship. Compared to their peers, individuals with mental insufficiency are less frequently used in their editing (repetition, grouping, association) strategies.
Learning:They can learn and continue to learn like their peers. The main differences from their peers are in the speed of learning, their learning speed is slower.
Language Development: Individuals with mental disabilities get language and speech by going through the steps of individuals without mental insufficiency. However, the speeds of passage through these steps are slower. There is a close relationship between problems in language and speech development and problems of self-regulation (repetition, grouping, association). Because many self-regulation strategies are language-based.
Academic Achievement: Its failures occur mainly in literacy, reading comprehension, gaining basic arithmetic skills. They learn abstract concepts more difficult than concrete concepts.
Social Development:Various social problems are encountered in individuals with mental disabilities. They have little skills to make them accepted in the group in their social relations. They often have trouble keeping company. Concepts of the self are often weak.
Psychomotor Development:In general, the physical development (height-weight) of these individuals can be consistent with the development of their peers.
